Childminder 2737762

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

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The provision is good

The childminder has developed a curriculum that places focus on the prime areas of learning. This helps children to gain secure foundations for their future development. New walkers build on their strength and stability as they excitedly walk up and down exploring the activities on offer. Younger children take turns to place balls down a spiral tower, eagerly watching as they fall to the bottom. The childminder sequences children's learning well, ensuring that this is developmentally appropriate. For example, the childminder encourages counting from one to three for babies, and extends this to five for younger children. This supports children's understanding of number and strengthens their logical thinking. Children develop good early mathematics skills. Children practise their smaller physical skills when completing puzzles, proudly sharing this with the childminder and staff. Children focus well and demonstrate positive attitudes towards their

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The provision is good

The childminder has good expectations for children's behaviour. She gently encourages children to remember these, such as using 'walking feet'. This helps children begin to understand what is expected of them. The childminder teaches children about kindness and respect for others. As a result, children show concern for their friends when they are upset and offer them a cuddle. The childminder validates children's emotions, supporting their understanding of how they are feeling. Children form secure and trusting relationships.

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need to do better?

n The childminder and staff demonstrate their enthusiasm and are passionate about supporting children's learning. They know children well and provide activities based around their individual interests and next steps in learning. For example, babies explore colour and play peekaboo using brightly coloured materials. The childminder challenges younger children's learning when introducing two-dimensional shapes, such as triangles and squares. However, occasionally, interactions during activities are too fast paced for children. Subsequently, this does not give children enough time to process and respond to new learning. n The childminder assesses children's progress from the start. She gathers information from parents regarding children's development. The childminder creates robust starting points for children and monitors their learning effectively. This means the childminder swiftly identifies gaps in children's learning. She

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need to do better?

signposts parents to further support or advice and, as a result, children receive the support they need. n Overall, the childminder supports children's communication and language well. Babies begin to babble excitedly, and younger children engage in back-and-forth

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need to do better?

5 September 2025 conversations. However, at times, babies continue to use dummies when they are not needed. During these times, they do not fully benefit from opportunities to widen their emerging language skills. n The childminder supports children to develop good hygiene routines. These include washing their hands after using the toilet and before eating. This helps children gain the skills they need to make healthy choices. During mealtimes, babies begin to explore foods, and younger children feed themselves independently. The childminder is in tune with babies' needs and recognises when they are tired. However, at times, the childminder is not always fully prepared for the next transition, and children wait for longer than they are able. This means that, during these times, children struggle to stay focused. n Children benefit from trips out into the community. For example, they visit the park, enjoy walks and attend local toddler groups. This helps to build children's

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need to do better?

confidence and social interactions in preparation for school. The childminder extends children's knowledge and understanding of culture and diversity through discussions and exploring various festivals, such as Diwali. n The childminder is passionate about her role and is ambitious for children. She has regular meetings with any assistants she works with to discuss their practice and training needs. Recent training in special educational needs and/or disabilities helps them to further support children's individual needs. n The childminder has formed good relationships with parents. She keeps them updated about their children's time at the setting and regularly shares information about children's learning. Parents comment positively on how the childminder deeply values family backgrounds and the bonds their children have formed. Furthermore, the childminder provides parents with support and guidance on how best to support their children's development at home. These

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need to do better?

include developmental milestones, such as potty training, and behaviour.

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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 allow children more time to process their learning, helping to develop their critical thinking skills n consider how to reduce the use of dummies when they are not needed to enhance children's emerging language skills n improve the organisation of transition times to ensure that children are not kept waiting for extended periods of time.

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Setting details

Unique reference number 2737762 Local authority Wiltshire Inspection number 10408098 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 13 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in July 2023 and lives in Trowbridge, Wiltshire. She operates all year round, from 8am to 4pm, Monday to Friday, except for bank holidays and family holidays. The childminder employs an assistant. The childminder provides government-funded places for childcare.

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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 the children's learning. n The children spoke with the inspector during the inspection. 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

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

5 September 2025 5 September 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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