Childminder EY494777

Inspection date 23 October 2018 Previous inspection date 19 February 2018

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This inspection: Good 2

Previous inspection: Requires improvement Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder's home is warm and inviting for children. She reflects well on the service she provides and has addressed all actions from the previous inspection. For example, she plans and provides children with a good range of challenging activities and experiences that broadens their knowledge and meets their needs. n Children form strong emotional attachments with the caring childminder, who is a good role model and has high expectations of children. This helps to support their emotional well-being. Children settle quickly. n Children's behaviour is very good. They show respect and consideration to friends. Children amicably share resources and praise each other's achievements. n Partnerships with parents and other carers are good and this helps to benefit children significantly because of the ongoing exchange of information the childminder exchanges with them. This promotes a united approach to meeting children's needs.

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The provision is good

For example, children take home books and games to continue their learning. Children make good progress from their starting points.

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It is not yet outstanding because:

n At times, the childminder does not maximise older children's opportunities to use mathematical language and make links between letters and their sounds during daily play. n Occasionally, the childminder misses opportunities to develop younger children's understanding and thinking through their self-chosen play.

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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

n make the most of all chances to develop older children's mathematical language and their understanding of the links between letters and the sounds they make, as part of the daily routine n help younger children to maintain a high level of thinking, by giving them extra time to think through and follow their own ideas, to develop their understanding as fully as possible.

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What the setting needs to do to improve further

Inspection activities n The inspector observed activities and interactions between the childminder and the children in the setting indoors and outdoors. n The inspector looked at children's information, such as attendance records and development records. n The inspector spoke with a parent and considered information from parent evaluation forms. n The inspector discussed the childminder's evaluation, assessment and planning methods and her range of policies and procedures, including risk assessments. n The inspector carried out a joint observation with the childminder.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a strong understanding of how to protect children in her care and who to contact should she have any concerns about a child's welfare. Furthermore, she carries out a local authority safeguarding audit and ensures that her parents know the safeguarding procedures. The childminder completes detailed monitoring of children's learning to help identify any gaps in their progress. She is committed to the continuous improvement of her practice and teaching skills. For example, the childminder has started an advanced child development course and regularly exchanges ideas with other childminders. Additionally, she completes much research to build her knowledge and keep abreast of any changes that will benefit children's outcomes.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn. She knows children's individual abilities and overall extends their learning well as she ignites their imaginations. For example, during a lively music time, children offer ideas as they use their bodies to follow the actions in the song, learn to mime and count their jumps. The childminder uses effective teaching techniques to encourage children to learn as they play. She offers explanations and follows their interests to provide new experiences and introduce new vocabulary. For instance, children enjoyed playing with a pumpkin exploring its different textures and filling containers with pulp and seeds. The childminder extended this activity by hiding plastic spiders inside it. Children counted and talked about what they were going to do with them and decided to plant them with the seeds in compost. Children build their fine-motor skills well. For example, they draw with

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Quality of teaching, learning and assessment is good

chalks and use tweezers to put sand into tubes and containers.

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Personal development, behaviour and welfare are good

A wide range of resources is easily accessible inside and outdoors, which helps to encourage children to become independent in making choices about what they want to play with. The childminder provides activities to help children value and respect each other. For example, they play games and activities that involve turn taking and sharing to help them understand why they cannot always win or be the first. The childminder encourages children to take care of the toys and their environment. For example, they know they must tidy up if there are too many toys on the floor so that they do not trip or step on them and damage them. The childminder positively encourages children's healthy lifestyles. They take part in daily physical play in the garden and enjoy nature walks and local outings to parks and soft-play areas.

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Outcomes for children are good

Children demonstrate that they are developing the skills and attributes they need to be ready for school. For example, they persevere to complete puzzles and can identify different colours, sizes and shapes. Children know how to look after their own care needs as they put on their own shoes and clothes, attempt zips and buttons and manage their own personal needs with growing independence. They learn to share, listen to stories well and follow simple instructions.

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Setting details

Unique reference number EY494777 Local authority Swindon Inspection number 10080408 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 4 Total number of places 6 Number of children on roll 2 Date of previous inspection 19 February 2018

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Registers

The childminder registered in 2016. She lives in Swindon, Wiltshire. The childminder operates from 8am until 5pm from Monday to Friday, all year round.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

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

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