Childminder in Wiltshire

Overall effectiveness Good

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

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The provision is good

The childminder has created a curriculum that supports children to gain fundamental skills. These include confidence and independence, helping to prepare children for their future learning. Babies smile as they begin to explore sounds, shaking maracas and tapping sticks on the floor. Older children develop their hand strength and hand-eye coordination when using scissors to cut paper. Outside, babies enjoy using push-along toys. This helps them to build their stability and strength in preparation for walking. The childminder and the children explore types of dinosaurs, and she introduces new vocabulary, such as 'Stegosaurus' and 'Pterodactyls'. This helps to widen children's language. Babies begin to develop their use of words, saying 'ta' when passing toys to each other. Older children show interest in number cards and begin to subsidise. For example, children recognise there are three dots without touch counting them. Children demonstrate

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The provision is good

independence. They make choices through their play and learning, wash their own hands and attend to their toileting needs.

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The provision is good

The childminder is a positive role model and treats the children with kindness and respect. Newer babies begin to form close attachments with the childminder and seek her out when they become unsettled. The childminder quickly reassures them and offers a cuddle, helping children to feel safe and secure. The childminder weaves expectations throughout her interactions with children from a young age. For example, babies begin to interact with one another, and the childminder gently repeats and gestures 'kind hands'. As a result, children begin to understand what is expected of them.

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need to do better?

n The childminder knows children well. She has a good overview of children's interests and what they need to learn next. The childminder plans activities that she knows children will enjoy. For example, older children enjoy dinosaur printing. However, at times, the childminder does not fully consider individual ages and stages of development when planning activities to offer sufficient challenge. At these times, children do not show sustained engagement and focus to enhance their learning. n The childminder assesses children's learning and development, including completing the progress check at age two years. The childminder gathers detailed information from parents, helping to form more precise next steps for children. For example, she shares a developmental checklist with parents at various points as children progress. This helps the childminder to identify any gaps in children's learning. Children make good progress.

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need to do better?

n Children are confident communicators. Babies begin to babble, and older children engage in meaningful conversations with the childminder. Children enjoy

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need to do better?

17 June 2025 stories the childminder has borrowed from the library that are based on their interests. However, the childminder does not consistently ask questions that encourage thinking, reasoning and deeper responses. This means, at times, opportunities for children to develop their critical thinking skills are limited. n The childminder helps children to understand the importance of developing a healthy lifestyle. For example, children enjoy healthy snacks, such as banana, and ask for more when they have finished. Children have daily access to fresh air and exercise, supporting their physical development and well-being. The childminder shares resources with other childminders in the area to support children's awareness of oral health, including visits from a dental hygienist. n The childminder provides a range of outings for children in the local community. Children benefit from visits to the local parks, bluebell woods, toddler groups

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need to do better?

and museums. They meet new people, practise important social interactions and develop a love of learning through fun trips out. Children build on their knowledge of the world around them. n The childminder takes a reflective approach to her practice, remaining open to feedback and making improvements, where necessary, to enhance the quality of her provision. For example, the childminder works closely with the local authority and is part of a quality support scheme. From this, she is working towards a 'early years reading award'. As a result, the childminder has created a box of baby books that babies can access more freely. This helps them to develop their love of books. n The childminder uses daily diaries to share information with parents, keeping them up to date with children's progress and care routines. Parents comment on the effective communication in place and the progress their children make,

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need to do better?

including increased social confidence. The childminder shares ideas to support parents at home, such as tips on toilet training and breastfeeding. This provides continuity in children's learning at home.

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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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should:

n refine the planning and implementation of activities to ensure that they provide age-appropriate challenge for children, helping to develop their focus and engagement skills n develop questioning techniques during interactions with children, providing more opportunities to deepen learning and extend their critical thinking skills.

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Setting details

Unique reference number 161522 Local authority Wiltshire Inspection number 10399367 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 6 Number of children on roll 11 Date of previous inspection 29 November 2019

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Information about this early years setting

The childminder registered in 2001. She lives in Devizes, Wiltshire. The childminder's husband occasionally works as her assistant. The childminder offers care five days a week, from 7.45am to 6pm, all year round. She holds an early years qualification at level 3. The setting offers government funded places.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

17 June 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

17 June 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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