Johnstone, Hayley Elisabeth

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

This friendly and caring childminder is dedicated to building strong connections with the children and families in her care. She welcomes children with open arms, helping them settle quickly. Babies and young children navigate the stimulating environment with ease, gravitating towards their favourite toys and inviting the childminder and their peers to join in play. The childminder nurtures children's confidence and self-esteem through consistent praise and encouragement, ensuring that they feel safe and secure in her care.

p.2

The provision is good

The childminder has clear intentions for children's learning. She understands the importance of children gaining new experiences and exploring the world around them. Children learn about various life cycles and how things grow. For instance, they talk about the life cycle of a frog, using terms like 'tadpole' and 'froglet'. The childminder collaborates with other childminders and the children in their care, planning trips to local aeroplane museums and libraries. This helps the children to gain confidence in new environments and practise their social skills in larger groups.

p.2

The provision is good

The childminder gains important information from parents about their child's likes and dislikes. She observes the children during the settling-in period to identify any gaps in their learning. The childminder plans activities based on loose themes and interests. She engages with children at key moments to support them in achieving their learning goals. Children make good progress from their starting points.

p.2

need to do better?

n The children engage in activities planned by the childminder for long periods. They explore plastic bugs in a tray filled with rice and tissue paper. The childminder encourages children to use a variety of tools, such as scoops and tongs. She demonstrates to the children how to use the tools correctly, which strengthens the muscles needed for later writing. The children become excited as they scoop up the rice and discover hidden plastic bugs. The childminder shows the children how to line up the bugs and compare the different sizes. Children use a wide range of mathematical language, such as 'gigantic' and 'tiny'. This helps to develop children's early mathematical skills. n Children spend time being physically active. The childminder takes them to the park, where they climb on play equipment and play ball games. They enjoy running down the hill in the childminder's back garden and walking to the school

p.2

need to do better?

to collect their peers. Toddlers confidently throw mini beanbags into a box and transport rice from one container to another. These activities help strengthen their core muscles and develop coordination skills. n The childminder is a positive role model. She provides gentle reminders to

p.2

need to do better?

20 May 2025 reinforce household rules and expectations, such as encouraging the use of 'kind hands'. Overall, children play well alongside each other. However, during minor conflicts, the childminder does not consistently engage children in discussions about their feelings or guide them in talking about their emotions. As a result, children do not always learn how to resolve conflict and express themselves effectively. n Parents receive regular feedback on their children's progress and development. They value the flexible service the childminder provides, which is particularly supportive to the military families under her care. The childminder offers these families a wide range of support during deployments. She signs up families to a local charity that provides deployment boxes with games and activities aimed at helping these families. Parents feel comfortable to talk to the childminder about any worries regarding their children's development. The childminder works

p.2

need to do better?

closely with parents to ensure that children with additional needs receive the support they need from other professionals. n The childminder encourages children to make choices about what they want to do. She supports them in being independent with tasks like putting on their shoes and washing their hands. However, the childminder does not use nappy changing as an opportunity to help older children become more independent in their self-care, such as pulling up their trousers or using the potty. Furthermore, she does not consistently promote independence at mealtimes. This means children do not develop the practical skills needed for later life.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n support young children in resolving conflict and expressing themselves effectively n implement a consistent approach to toilet training and promoting children's independence.

p.3

Setting details

Unique reference number 2802811 Local authority Wiltshire Inspection number 10403549 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2024 and lives in Bulford, Wiltshire. She operates term time only, from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays.

p.4

Inspection activities

n The inspector and the childminder discussed the provision and the curriculum. n The inspector observed the quality of teaching and assessed the impact this has on the children's learning. n The inspector completed a joint observation with the childminder. n The inspector held a meeting with the childminder to discuss how she self- evaluates the provision. n The inspector looked at relevant documentation, such as the paediatric first-aid and safeguarding certificates. n The inspector took account of written testimonials from parents. n The children spoke to and engaged with the inspector during the inspection.

p.4

Inspection activities

20 May 2025 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

20 May 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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