Childminder 161632

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 knows the children and their families well. She plans children's learning according to their ages and stages of development and based on what children know and need to learn next. The childminder monitors children's progress to ensure that any gaps in their development are addressed. She prepares children well for their next stages of learning.

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The provision is good

The childminder organises her curriculum to motivate children to learn and to spark their curiosity. This helps them become increasingly confident and independent. The childminder provides good opportunities for children to learn about the wider world and develop their confidence in new situations. She extends the curriculum with a wide range of interesting and purposeful outings. For example, the childminder takes children to toddler groups, libraries and parks. Children talk about the outings with enthusiasm, showing a range of knowledge gained from them. For example, they describe an outing to the butterfly house and talk about the life cycle of a butterfly accurately.

p.2

The provision is good

The childminder demonstrates genuine enjoyment in her work with the children. She is kind, nurturing and responsive to the children's needs. Children are happy and settled. They form strong bonds with the childminder and their peers, which help them to feel safe and secure. Children learn to share and take turns. Children's behaviour is appropriate for their age and stage of development.

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need to do better?

n The childminder works closely with parents to gain an understanding of children's individual needs and interests. She keeps them informed of children's learning in the setting and shares ideas with them for continuing children's learning at home. Parents' feedback is very complimentary and report on how their children develop in a safe and very enticing learning environment. n Children develop good communication and language skills. The childminder introduces children to new vocabulary at every opportunity. She extends children's communication skills through conversations, singing and books. Children use a range of vocabulary as they talk about what they are doing and stories they enjoy. For example, they use words such as 'chrysalis', 'cocoon' and 'emerge' accurately in their play. Children respond to the childminder when she asks, 'I wonder what will happen if...?' and 'What do you think?' This ignites

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need to do better?

children's curiosity, extends their thinking and helps them solve problems for themselves. n The childminder supports children's personal, social and emotional development well. Children display good levels of confidence and independence as they explore their learning environment. They show a good attitude to their learning.

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need to do better?

8 August 2025 They concentrate and persevere with their chosen tasks. Children contribute to keeping their environment tidy. They put toys away and set up the table for snacks and lunch. Children are developing good cooperation skills. The childminder praises children's achievements, promoting their self-esteem very well. n Children are learning about healthy lifestyles. For example, they enjoy using the garden daily for fresh air and to develop their physical skills. The childminder provides children with nutritious snacks, which they thoroughly enjoy. She promotes children's oral health effectively. She teaches children how to keep their teeth healthy. Children learn positive hygiene practices, for example, to wash their hands before eating and after using the toilet. n Children enjoy arts and crafts. They use an array of mark-making implements and participate in planned art activities to promote their learning in this area of

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need to do better?

the curriculum. However, during these activities, the childminder tends to direct children too much and, at times, she does not enable them to use their imagination skills to further develop their creativity. This means that children, at times, do not use their imagination to further develop their creativity. n The childminder weaves mathematics into everyday activities. Children learn about patterns, shapes, counting, colours and mathematical language. They use their knowledge accurately when playing. For example, they spontaneously count beads while threading, name shapes while drawing and talk about the patterns they make. n The childminder has strong links with the local childminding group. This enables her to share information about her practice and gain knowledge from others. The childminder is keen to continue to develop her teaching skills. She completes online research and reads articles on how to plan and deliver

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need to do better?

children's learning in all areas of the curriculum. This means that, overall, children benefit from a well-planned curriculum that supports their learning well.

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 interest first.

p.3

should:

n help children to further develop their imagination skills to support their creative development.

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Setting details

Unique reference number 161632 Local authority Wiltshire Inspection number 10414074 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 6 Date of previous inspection 27 November 2019

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Information about this early years setting

The childminder registered in 1999. She lives in Chippenham, Wiltshire. The setting is open from Monday to Thursday, from 7.30am to 5.30pm, all year round. She holds a relevant childcare qualification at level 3. The childminder offers government funded places for childcare.

p.4

Inspection activities

n The childminder spoke to the inspector about how she plans and delivers her curriculum. n The inspector observed the quality of care and education being provided and assessed the impact that this was having on children's learning. n Parents shared their written views of the childminder's setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector observed interactions between the childminder and the children.

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Inspection activities

8 August 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

8 August 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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