Childminder in Swindon

Inspection date 1 May 2019 Previous inspection date 4 March 2015

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This inspection: Good 2

Previous inspection: Good 2 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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This provision is good

n The childminder checks children's progress carefully and knows what the children need to learn next. She provides a wide range of interesting activities based on children's individual needs. Young children make good progress from their starting points. n Young children show they feel safe and secure with the childminder. They are confident to communicate their wants and needs, such as how they want to use the toys and resources. Young children confidently approach the childminder for comfort and reassurance. n Children have access to a well-resourced outdoor area. They enjoy exploring various materials using their senses and using chalks to make their marks on the board. Children are physically active, such as when they move around in the sit-in cars and negotiate space carefully. n The childminder has formed positive partnerships with parents. They report they are very well informed about their child's routines and their development. Parents know

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This provision is good

what their children are learning next and the childminder gives them ideas on how to promote this at home. This promotes continuity in children's learning and care. n Self-evaluation is used effectively to identify areas for improvement. For example, the childminder is currently increasing her range of natural resources for children to use to increase their imaginative play. n Children have few opportunities to explore how simple technology works. n Occasionally, the childminder does not give children enough time to think and respond to her questions, to promote their language even 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

n increase opportunities for children to explore how simple technology works n give children more time to think and respond to questions, to promote their language even further.

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What the setting needs to do to improve further

n The inspector observed the childminder's interactions with the children, indoors and outdoors, and the impact on children's learning. n The inspector observed an activity and evaluated the impact of this on children's learning with the childminder. n The inspector sampled some documentation, including children's records, qualification and training certificates, policies and suitability checks. n The inspector read written feedback from parents and took account of their views. n The inspector viewed the areas of the premises used for childminding.

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Effectiveness of leadership and management is good

The childminder has used professional development opportunities, such as an online childminder forum, to gain ideas to improve children's experiences. For example, she made 'treasure baskets' to give children more sensory experiences using a variety of textures and materials. She has addressed the recommendations from the last inspection. For example, she finds out information from parents about children's achievements at home. Safeguarding is effective. The childminder has a sound knowledge of child protection issues and the procedures to follow if she is concerned about the welfare of a child. She attends regular training, and is aware of wider safeguarding issues and who to contact if an allegation is made against someone in the household.

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Quality of teaching, learning and assessment is good

The childminder is skilled at following the children's lead and extending their learning, including mathematical skills. For example, when she offers young children a threading activity and they want to put the animal beads back in the tub, she encourages them to count them as they do it. She helps them to solve problems, such as finding out why they cannot thread the wooden stick on the beads because it is too big. She responds to young children's attempts to communicate their needs. For example, when children give her a tub with the lid on and babble, she asks, 'Shall I help you take the lid off? Is it stuck?' This helps children know they are understood. Overall, the childminder supports children's language well. She talks to the children about what they are doing, and introduces new vocabulary, such as 'smooth', 'sticky' and 'slimy' as they play with foam.

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Personal development, behaviour and welfare are good

Young children behave well. The childminder offers them plenty of praise and encouragement as they play and when they persevere learning new skills. For example, when they unfasten a zip, the childminder claps and tells the children how clever they are. This helps promote their confidence and self-esteem. Young children are encouraged to develop independence and self-care skills. For example, they help to cut up their banana and try to put their shoes on. Children are encouraged to learn about healthy lifestyles. They regularly play outdoors and eat nutritious snacks and meals. Young children have lots of opportunities to develop an awareness of their local community. For example, they visit a garden centre to feed the fish, the local church for craft activities and parks. They socialise with other children and adults to support their social development and learn to be respectful of one another's differences.

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Outcomes for children are good

Young children are confident to explore the environment and choose the toys they wish to play with. They communicate their choices with confidence, such as pointing to the pens and paper and making noises when they want to make their drawings. Children concentrate well and are engaged in activities that interest them. For example, they happily chase and pop bubbles, and hide the animals in the foam. They show interest in books and turn the pages as they look at the pictures with the childminder. They gain some useful skills that will help them as they move on to their next stage in learning.

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Setting details

Unique reference number EY330106 Local authority Swindon Inspection number 10060860 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 1 - 11 Total number of places 5 Number of children on roll 7 Date of previous inspection 4 March 2015

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Registers

The childminder registered in 2006. She lives in Highworth, Swindon. The childminder operates all year round from 7.30am to 6pm. She holds a relevant childcare qualification at level 3.

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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

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Registers

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Registers

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Registers

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