Childminder in Swindon

Inspection date 20 May 2019 Previous inspection date 29 November 2017

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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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This provision is good

n The childminder works very closely with other professionals working with young children. She gains advice from professionals and puts in place plans to promote a shared approach to supporting children's development. n The childminder assesses young children's starting points on entry and identifies what they need to learn next. She plans a range of activities based on their interests and needs to help them make good progress from their individual starting points. n Young children, including those who are new to the setting, settle well and show they have formed close relationships with the childminder. They confidently explore the environment and choose the toys they wish to play with. Children know the childminder is there for them for reassurance if needed. n The childminder accesses various forms of training, such as joining online webinars, and this has had a positive impact on outcomes for children. For example, following

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This provision is good

training she has reduced background noises, and this has enhanced children's listening and attention skills. n Children enjoy trips in the local environment. For example, they attend music groups and stay-and-play sessions where they socialise with other children and adults. They regularly visit local parks and forests where they learn about nature, such as the baby ducklings. n At times, the childminder speaks a little too quickly and does not give children a chance to think and respond during conversations. n The childminder has not explored all ways to encourage parents to share information about their children's achievements at home and how she can use this to inform planning 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 allow children more time to think and respond during conversations, to further support their language development n use information from parents about children's achievements at home to inform planning to support their future learning and development.

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What the setting needs to do to improve further

n The inspector observed the childminder playing and interacting with the children, indoors and outdoors, and assessed the impact of this on their learning. n The inspector observed an activity and discussed the childminder's evaluation of this with her. n The inspector sampled documentation, including children's records, suitability checks, training certificates and policies. n The inspector read written feedback from parents. n The inspector spoke to the childminder and children at appropriate times during the inspection.

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Effectiveness of leadership and management is good

The childminder has addressed the actions from the previous inspection and made improvements to her practice. For example, she makes sure required documentation is available and has improved her observation and assessment processes. The childminder has reflected on her practice and identified areas for improvement. For example, she is currently revamping her resources to offer children more natural materials to enhance their imaginative play. Overall the childminder has good relationships with parents. They report they are happy with the information they receive about their children's care and education. They say they know what their children have been doing and feel involved in their learning. Safeguarding is effective. The childminder has a sound knowledge of child protection and wider safeguarding issues. She is confident of the procedures to follow if concerned about a child's welfare or if an allegation is made.

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Quality of teaching, learning and assessment is good

The childminder checks children's progress and plans for what they need to learn next. She gets down to young children's level and engages them in their play and this supports their concentration skills. Overall, she supports young children's communication well. For example, she responds to their gestures and words, showing she understands them to aid their confidence. She talks about the sounds their shakers make such as 'loud' and 'quiet' to broaden children's vocabulary. The childminder encourages young children to have a go and models what to do when they need support. For example, she shows young children how to turn the lid on a bottle to make their shakers and then praises them when they try hard, so they are confident to have another go.

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Personal development, behaviour and welfare are good

Young children show they enjoy regular fresh air and outdoor activity. For example, they confidently get their shoes and try and put them on, so the childminder knows they want to play in the garden. They play with the ducks on the water tray and the childminder sings number rhymes to encourage the children's early mathematical skills. The childminder provides children with healthy snacks and meals. Young children are keen to try and feed themselves and drink their own drinks, for example, to develop their self- care skills. Young children behave well. The childminder encourages them to share and take turns in their play. She praises them for their achievements and this helps support their confidence and self-esteem. The childminder helps young children understand about recognising the differences between themselves and others.

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Outcomes for children are good

Young children concentrate well during activities and are keen to explore the toys and resources. For example, children enjoy pushing the buttons on interactive toys as they know it will cause sounds and flashing lights. Young children become confident communicating their needs, such as collecting their special toy when they are tired or their shoes when they want to go outside. They develop good physical skills, such as when as they run around the garden and scoop up pasta and cereals with various tools. Children gain some useful skills that will help them as they move to their next stage in learning.

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Setting details

Unique reference number EY412887 Local authority Swindon Inspection number 10079556 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 - 1 Total number of places 5 Number of children on roll 2 Date of previous inspection 29 November 2017

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Registers

The childminder registered in 2010. She lives in the Sparcells area of Swindon. The childminder provides care 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

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Registers

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Registers

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Registers

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