Wendy Waldron

Inspection date

Previous inspection date 4 July 2018 12 October 2015

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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 creates a warm and welcoming environment. She thinks carefully about how she sets out toys and equipment to motivate and interest the children to learn through play.  The childminder skilfully weaves mathematics into children's play and routines, which supports their mathematical development well. For instance, she introduces mathematical language, supports children with counting and identifying shapes.  Children are happy and settled. The childminder is caring and responsive to their needs. Children have developed warm and trusting relationships with the childminder. Children regularly seek the childminder out for cuddles and reassurance.  The childminder carefully reflects on her practice, enabling her to make continual improvements to her practice. She regularly attends training, networks with other childminders and carries out independent research. For example, children now wait for

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This provision is good

thirty minutes after eating to brush their teeth to promote good oral hygiene.

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It is not yet outstanding because:

 At times, the childminder misses opportunities to offer children even greater challenge to extend their learning even further.  The childminder does not consistently obtain information from parents about what children are achieving at home and does not provide information to parents about how they can further support their children's learning at home.

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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

 provide children with even greater challenge to extend their learning even further and help them to achieve the highest levels of progress  build on the already strong partnerships with parents to involve them more with contributing what they know about their children's achievements and to provide information for parents about ways they can further support children's learning at home.

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Inspection activities

 The inspector observed the childminder's interactions with children indoors and outdoors.  The inspector viewed a sample of documentation, such as suitability checks, policies and children's learning records.  The inspector took account of parents' views through written feedback provided.  The inspector spoke to children and held discussions with the childminder at appropriate times during the inspection.  The inspector carried out a joint evaluation of an activity with the childminder.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of the indicators to look out for and the procedures to follow if she has concerns about a child's welfare or safety. Overall, the childminder has strong partnerships with parents. She keeps them regularly updated with their children's care and learning and parents speak highly of the childminder. She seeks parents' and children's views regularly to support ongoing improvements. The childminder risk assesses her home daily and puts measures in place to further ensure children's safety. For instance, she has a gate in the garden to keep younger children from going down large steps unsupervised.

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Quality of teaching, learning and assessment is good

The childminder knows the children well and uses observations and children's interests to plan activities that support their learning and development. The childminder tracks each child's progress to identify any gaps quickly. The childminder uses skilful questioning to support children's problem-solving skills. For example, she supports children to work together to decide how to get water from the full side of the water tray into the empty side.

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Personal development, behaviour and welfare are good

Children are relaxed in the childminder's home and confidently choose from easily accessible resources. The childminder gives children lots of opportunities to develop their independence skills. For instance, children are able to put on and take off their own shoes and cut up their own fruit at snack time. The childminder supports children's emotional well-being effectively and gives children lots of encouragement to support them to acquire a can-do attitude. Children develop good physical skills. For instance, they develop good fine motor skills as they peel off and use stickers in a creative activity. The childminder takes children on regular outings. For example, they visit the library, parks and go swimming. They have plenty of opportunity to enjoy fresh air and exercise.

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Outcomes for children are good

All children are making consistently good progress in all areas of learning and development. Children play cooperatively together, they develop good social skills and share and take turns. Children are starting to develop early literacy skills. They distinguish between different marks they make and are beginning to write their names. Children develop a keen interest in books and look at pictures as they enjoy reading stories to themselves. Children are equipped with the skills needed for their future learning and their eventual move on to school.

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Setting details

Unique reference number 161065 Local authority Swindon Inspection number 1127303 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 12 October 2015

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Telephone number

The childminder registered in 1998. She lives in Swindon, Wiltshire. The childminder offers care Monday to Friday from 7am until 6pm, all year round.

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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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