Seddon, Helen Jane

Overall effectiveness Requires improvement

The quality of education Good Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children feel happy and secure in the childminder's care. They eagerly enter the childminder's home, and those who struggle to say goodbye to their parents quickly settle with a reassuring cuddle from the childminder. The childminder organises a curriculum that helps children of all ages make good progress in their learning and development. Babies develop their core strength and balance as they pull themselves up to standing and take small steps. Older children develop their creativity and imagination, dressing in costumes and acting the part of a king and queen. Older children communicate confidently. The childminder and her assistants hold rich interactions with children, giving them time to think and respond. The childminder prepares children to be ready for their next stage of learning.

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The provision requires improvement

The childminder and her assistants build strong bonds with children and recognise the positive impact these relationships have on children's learning and development. The childminder encourages children to be kind and respectful. Children are curious and concentrate well. During a game, older children listen to their friends' opinions about what they want to do next and adapt the game to suit everyone involved. The childminder supports children's development of respectful relationships with other children and children cooperate well.

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The provision requires improvement

The childminder and her assistants work closely as a team. However, the childminder does not have appropriate systems in place for self-evaluation and does not critically review her assistants' practice to ensure that children receive the best possible care and education. As a result, there is not a culture of continual improvement or development. In addition, she does not always ensure staff are fully competent to undertake some of the roles that she asks of them.

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need to do better?

n The childminder has developed a well-rounded curriculum that prepares children for the next stage of learning. She allows children time to practise what they know and can do, and supports them in recalling their prior experiences. For example, she helps children remember and discuss the activities they did with her the day before, which builds their memory recall skills. n Assistants report that they enjoy working with the childminder. However, the childminder does not always identify when there are improvements that could be made to their practice. As such, they do not receive appropriate guidance to ensure they are competent to fulfil all of their duties and that statutory requirements are met at all times. Furthermore, the childminder does not effectively reflect on or evaluate her own practice or the setting's general effectiveness to identify areas where further enhancements can be made to the

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need to do better?

10 April 2025 n There is a focus on guiding children to develop their knowledge of nature and animals. The childminder takes children on daily walks in the village and local countryside. Children develop their understanding of the local community. However, the childminder does not always support children to understand and celebrate their similarities and differences or to learn more about religions and cultures which differ from their own. n Children enjoy listening to staff reading stories to them. The childminder helps children develop a love of books and stories. By listening to the books, children gain knowledge of experiences beyond their own. Staff read books in an interesting way, and children like joining in with the parts they know. n The childminder's partnership with parents is effective. Parents report that they feel well informed about their children's daily activities and progress. They value

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need to do better?

the childminder's use of the outdoors, which promotes their children's physical development. Parents recommend the childminder to others. n Children build their confidence and skills in counting and understanding quantities. The childminder helps older children count the dots in a pattern and recognise numerals up to five. Babies learn about sequence while building a tower of rings. The childminder boosts children's mathematical vocabulary, helping them decide if they need more or less to make a specific quantity. n The childminder recognises the importance of developing children's communication skills. She strives to expand their vocabulary by using a wide range of words when speaking and regularly teaching them new ones. The childminder has lengthy back-and-forth interactions with children, which develop children's conversation and critical-thinking skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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Due date

implement effective procedures for self- evaluation to ensure that all aspects of practice continue to improve over time 10/05/2025

p.3

Due date

improve oversight of the roles and responsibilities of assistants to ensure they are fully competent to complete them. 11/04/2025

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should:

n support children to understand and celebrate their similarities and differences, and to learn more about religions and cultures that differ from their own.

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Setting details

Unique reference number EY404495 Local authority Wiltshire Inspection number 10394513 Type of provision Childminder

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Registers

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

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inspection

Total number of places 7 Number of children on roll 20 Date of previous inspection 10 September 2019

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Information about this early years setting

The childminder registered in 2009. She lives in Lockeridge, Wiltshire. She works with two assistants. She operates all year round from 8am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. One assistant has a level 3 qualification and the other is unqualified. She offers government funded spaces for childcare.

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Inspection activities

n The childminder, assistants, and children spoke with the inspector during the inspection. n The inspector reviewed the quality of the curriculum and assessed the impact this has on children's learning. n The childminder carried out a joint observation with the inspector. n The inspector looked at relevant documentation and evidence of the suitability of the childminder, assistants and people living in her home. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector reviewed written feedback from parents during the inspection and took account of their views.

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Inspection activities

10 April 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

10 April 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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