Childminder EY463786

Inspection date

Previous inspection date 22 May 2017 8 July 2014

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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 has a good understanding of how children learn. She provides a broad range of interesting experiences and children are curious and eager to explore. All children make good progress from their initial starting points.  Children are happy, confident and demonstrate that they feel safe and secure in the homely environment. The childminder swiftly builds close attachments with new children, which helps them settle quickly.  The childminder reviews and evaluates her practice and has addressed the previous recommendations. She has maintained her high-quality teaching to help support the outcomes for all children.  The childminder has developed good partnerships with parents. She regularly exchanges information about children's progress. This supports children's learning and care effectively between the setting and their home.

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It is not yet outstanding because:

 The childminder does not routinely ask parents during the settling-in period for details about what children know and can do at home. This means she sometimes does not have precise information to help plan to support children's progress from the very beginning.  Sometimes, children do not have many opportunities to choose what they want to play with from resources available to develop their learning 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

 extend the range of information gathered from parents when children first start attending to help support children's progress from the very beginning  provide more opportunities for children to make independent choices in their learning.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector spoke with the childminder at appropriate times during the inspection.  The inspector sampled a range of documentation, including attendance records, accident records, suitability checks, self-assessment information and observation, assessment and planning records.  The inspector considered the views of parents and carers from testimonials on the day of the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder remains up to date with changes in safeguarding legislation. She knows the reporting procedure to follow should she have concerns about a child's welfare. The childminder places a high priority on children's safety. For example, she completes safety assessments and takes appropriate steps to reduce all hazards. The childminder monitors and tracks children's learning. This helps her to establish how well children are progressing and to identify any areas where they are not achieving as expected. She understands the importance of professional development and makes good use of training, for example, to improve the range of activities that she provides for young children. The childminder has established links with other professionals and settings to help support consistency in care and learning.

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Quality of teaching, learning and assessment is good

The childminder completes ongoing observations and assessments of children. She uses the information to help plan activities that take account of their interests and needs. The childminder supports children's communication and language skills effectively. For example, she reinforces their early language and introduces new words, such as 'piglets' and 'ducklings'. The childminder helps children to develop an interest in early reading. For example, they enjoy snuggling alongside her as they look at books, lift flaps and turn pages. Children have great fun developing their understanding of technology. For example, they excitedly press buttons and show their delight when their actions produce a range of sounds. The childminder supports children's creative and imaginative skills well. For example, they put their dolls to bed and use tea towels to make dresses.

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Personal development, behaviour and welfare are good

Children are welcomed in an environment where their physical and emotional well-being is supported effectively. The childminder has good settling-in procedures that meet the needs of individual children. Children's self-esteem is nurtured well through plenty of praise and encouragement. Children behave well and respond positively to the childminder's calm manner. They arrive ready to play and learn. Children enjoy healthy meals and snacks and they engage in good hygiene practices. Children have regular opportunities to be physically active outdoors. They learn about their community, different celebrations, festivals and the customs and beliefs of others.

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Outcomes for children are good

All children develop good skills in readiness for their eventual move to school. They are sociable, independent and inquisitive learners. Children develop their mathematical knowledge well. For example, they count, sort, and match objects. Children learn about the concept of rhythm. For example, they clap, sing and dance along to familiar songs.

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Setting details

Unique reference number EY463786 Local authority Swindon Inspection number 1071564 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 4 Total number of places 8 Number of children on roll 3

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Telephone number

The childminder registered in 2014. She lives in Coate, Swindon. The childminder looks after children from Monday to Friday, 8.30am to 6pm, throughout the year. She holds a recognised childcare qualification.

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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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