Childminder 108826

Inspection date

Previous inspection date 10 September 2015 23 February 2012

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder takes children on a broad and stimulating variety of outings to promote their learning. This supports them to develop an understanding of the world around them.  The childminder provides children with regular opportunities to develop their social skills and gain confidence with other groups of children. This prepares children well for their move to other settings and school.  The childminder promotes children's behaviour well through positive role modelling. Children of all abilities are very well behaved and gain good self-esteem.  Children are enthusiastic in their play and show a readiness to learn. The childminder joins in with their play, sensitively supporting and encouraging them. This results in children being well motivated. Therefore, overall, children make good progress in their learning.

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It is not yet outstanding because:

 The childminder promotes children's learning well overall, but her observations and assessments are not consistently precise. This means that she is not always able to ensure that she is offering the best possible level of challenge during all activities.  The childminder evaluates her practice to improve the quality of her provision. However, she does not routinely seek the views of parents to improve her practice further.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 develop a more consistent approach to observing and assessing children's progress to be able to plan as precisely as possible for their individual learning  extend self-evaluation to include the views of parents and children to help improve practice further.

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Inspection activities

 The inspector observed children engaged in activities and the childminder's interaction with them.  The inspector spoke with the childminder and children at convenient times.  The inspector sampled a range of paperwork, including the childminder's self-evaluation form, risk assessments, suitability documents, policies and the children's files.  The inspector viewed all areas of the house that children use, and the toys and resources available.  The inspector took into account the written views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has written policies and procedures, which she shares with parents. This ensures that parents have a full understanding of her responsibilities. Since her last inspection the childminder has improved the partnerships with other settings and developed the outdoor area to support play throughout the year. The childminder evaluates her practice. She has identified the need to access further training to support her in using observation as effectively as possible to support the assessment of children's learning. The childminder shares information with parents so they are fully informed of their children's learning and progress. Parents comment positively on the wide range of good-quality experiences, outings and activities the childminder offers.

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Quality of teaching, learning and assessment is good

The quality of teaching is consistently good overall. The childminder has a good understanding of how children learn and develop. She is successful at helping children to become confident talkers. She speaks to them while they play, talking about what they are doing. The childminder takes an active part in children's imaginative play. Children become fully engrossed as they act out the characters in a familiar story with the childminder's engagement. The childminder supports children well to understand mathematical ideas such as capacity and measurement. During the inspection, children enjoyed making the mixture for Norwegian waffles. They followed the recipe to weigh and measure the ingredients. The children concentrated well as they checked carefully that the measurements in the recipe matched those shown on the scales and measuring jugs.

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Personal development, behaviour and welfare are good

Children are confident in the environment and in their relationships with the childminder. They access resources independently. They are familiar with routines and understand how to behave well. Children help to take an active part in tidying up their toys, playfully trying to beat the childminder's countdown of time. They are aware of their own needs and visit the toilet and wash their hands independently. The childminder is sensitive to younger children's regular routines and care needs. For example, she quickly recognises when they are tired or hungry. Children have good opportunities to play outside and be active in the garden and on daily trips to local parks. Activities such as these support children's physical and emotional well-being.

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Outcomes for children are good

Children engage well with the activities and learning experiences. Under the childminder's supportive care, they become independent learners. They use technology to find answers and further information to their questions. This helps them to gain skills they will use as they move on to school. Children make good progress from their starting points.

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Setting details

Unique reference number 108826 Local authority Swindon Inspection number 835815 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 23 February 2012

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Telephone number

The childminder registered in 1999. She lives in the centre of Swindon, Wiltshire. The setting is open from 8am to 6pm, Monday to Friday, throughout the year.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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