Fox, Donna Marie

Inspection date

Previous inspection date 28 September 2016 2 July 2013

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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 knows the children well. Her support for their individual learning needs is good, particularly around children's language development. The childminder has a good understanding of how to support children's learning and development.  Relationships are warm and positive and the childminder meets the emotional needs of the children well.  The childminder supports children's mathematical development well. For example, she uses mathematical language during play activities and children have opportunities to recognise shapes and practise counting.  Relationships with parents are strong and very effective. The childminder uses the information they provide about children's development at home, to shape her plans.  The childminder evaluates her provision well. She attends regular training, which helps her to make improvements and to keep children safe.

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It is not yet outstanding because:

 Children are not always able to choose what they need during creative play to enable them to use their imaginations more freely.  The childminder does not provide a broad range of resources to enable children to practise their early writing skills while they play.  Opportunities for children to use natural materials to extend their sensory play are not extensive.

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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

 extend the opportunities for children to make choices during their creative play  extend the range and accessibility of mark making materials for children to develop their early writing skills while they play  provide more opportunities for children to use and explore natural materials and develop their sensory play.

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Inspection activities

 The inspector observed the childminder playing and interacting with the children indoors and outdoors.  The inspector sampled a range of documentation, including home-school diaries.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector spoke to a selection of parents on the phone and took account of parents' written views.  The inspector and the childminder observed children at play and discussed their learning and development together.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder regularly updates her safeguarding training and knows what to do if she is concerned about a child. The partnership with parents is highly effective. The childminder regularly monitors children's progress and shares this with parents through an online programme and regular diaries. Parents report the benefits of this system and the childminder values their contributions. The childminder has completed specialist training to make sure that she understands how to support vulnerable families. This helps her to identify any children who may be at risk of harm from extreme behaviours and views. The childminder evaluates her provision and identifies priorities for improvement. For example, she plans to improve the use of the space available to enable further learning opportunities for children.

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Quality of teaching, learning and assessment is good

Children are happy and enjoy their time with the childminder. They are keen to engage in activities and the childminder's responsive approach helps to sustain their individual interest for extended periods. While children manipulated stretchy dough, the childminder extended their learning effectively by introducing straws to inflate the mixture. The childminder weaves opportunities for mathematical development through the day and encourages children's learning through play activities, such as building brick towers. The childminder plans effective activities to help children make good progress and to support those who need extra help. There is a strong focus on supporting children's language and communication. For example, children benefit from a range of outings, such as visiting the allotment and trips out to the farm. The childminder uses these experiences well to extend children's language development.

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Personal development, behaviour and welfare are good

Children's behaviour is consistently good, and the childminder provides firm boundaries. Children are helpful, for example, when tidying up. They are encouraged to take care of the environment and the childminder praises their efforts. Snacks and meals are healthy and offer more opportunity for conversation and developing independence. Children feel safe to play indoors or outdoors, and they are confident to ask for help when they need it. They enjoy lots of physical play outdoors and benefit from regular opportunities to meet other children.

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Outcomes for children are good

Children make good progress from their different starting points. They are motivated to learn and those who need extra help soon catch up. Children develop the skills they need to start school. For example, they are confident, play cooperatively with their friends, and learn to dress and undress ready for physical activities.

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Setting details

Unique reference number EY410469 Local authority Swindon Inspection number 1062369 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 12 Total number of places 6 Number of children on roll 8

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Telephone number

The childminder registered in 2010. She lives in Swindon, in Wiltshire. She holds a level 3 diploma qualification in childcare. The childminder works from 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

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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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