Church, Kim Lorraine

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are settled and comfortable in the childminder's warm and welcoming home. They form close attachments with her and seek comfort and reassurance when needed. Children display a strong sense of belonging. They speak confidently to visitors, inviting them to join their play. Children use their imagination, pretending to pour cups of tea for the childminder and visitor.

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The provision is good

The childminder provides children with a broad range of challenging learning experiences based on their individual interests and stage of development. Children are engaged and motivated to take part in the activities on offer. They use both hands to feel for objects in a bag, keeping their eyes closed. Children match coloured shapes with the correct card during a matching game. They develop an understanding of mathematical language and use the names of shapes. Children use positional language, recognising differences between shapes, telling the childminder 'it's upside down!' Children receive continuous encouragement and praise for their achievements. This supports their self-esteem and confidence.

p.2

The provision is good

The childminder takes children on regular outings that allow them to develop their physical and social skills. The childminder meets with other childminders, so children can play together, build wider friendships and learn to share and take turns. These experiences help form strong foundations for future experiences, such as starting pre-school or school. The childminder develops good links with other provisions children attend. This ensures continuity of care and a complementary approach to children's learning.

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need to do better?

n The childminder knows children well. She observes their achievements and regularly monitors their overall progress. The childminder uses her observations to plan targeted activities that narrow gaps in development and promote progress across all areas of learning. n Although the childminder uses questioning as a strategy to find out what children know, she does not always give them sufficient time to think and respond before she moves on to another question. n The childminder regularly evaluates her provision to identify areas for improvement. For example, she has recently purchased a 'mud kitchen' so children can have further opportunities to explore natural materials such as soil, leaves and conkers. n Partnerships with parents are good. The childminder shares information with them in a range of ways, signposting advice and support in regard to children's individual needs. For example, she displays posters about starting school and

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need to do better?

sends home leaflets with advice on weaning. Written feedback from parents

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need to do better?

12 September 2019 demonstrates the high regard they have for the childminder. n The childminder supports children's understanding of feelings and emotions. For example, she facilitates daily opportunities where children select a picture to indicate if they are happy or sad. Children learn the vocabulary they need to explain how they feel and are becoming self-assured in the childminder's care. n Although the childminder promotes children's independence in a range of ways, there are times when she is overly attentive and completes tasks for children without allowing them to try for themselves. This prevents children from developing even higher levels of independence. n The childminder promotes children's early literacy skills very well. She invites children to use props and join in with familiar songs and rhymes. She challenges their thinking and encourages them to recall the rhyme using prompts. Children

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need to do better?

eagerly anticipate what is going to come next. n The childminder provides good opportunities for outdoor learning. Children develop an understanding of growth and change over time as they grow their own beanstalk in the childminder's garden. They use their imagination to pretend the beanstalk will grow as tall as the one in the story of 'Jack and the Beanstalk'. n The childminder gathers detailed information from parents about what children know and can do when they first start. Children who speak English as an additional language are supported well. The childminder learns words from their home language to help her communicate and understand their wants and needs when they first begin to attend.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of safeguarding and child protection procedures. She recognises the possible signs and symptoms of abuse and demonstrates a clear understanding of what to do if she had any concerns about a child's welfare. The childminder keeps her safeguarding knowledge up to date by attending refresher training. She carries out daily checks on all areas of her home to ensure children play in a safe and secure environment. Necessary suitability checks for all adults living on the premises are completed.

p.3

should:

n make the most of daily opportunities to extend children's growing independence, including letting them have a go at completing tasks for themselves n give children sufficient time to think and respond to questions before moving on to the next one.

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Setting details

Unique reference number EY393073 Local authority Swindon Inspection number 10074251 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 to 7 Total number of places 6 Number of children on roll 7 Date of previous inspection 16 June 2016

p.4

Information about this early years setting

The childminder registered in 2009. She lives in Swindon, Wiltshire. The childminder provides care throughout the year from 7am to 6pm on weekdays.

p.4

Inspection activities

n The inspector completed a tour of the premises and evaluated an activity with the childminder to understand how the early years provision and the curriculum are organised. n The inspector held discussions with the childminder at appropriate times throughout the inspection. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector looked at relevant documentation, including evidence of the suitability of persons living within the household. n The inspector took account of the views of parents through written feedback.

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Inspection activities

We carried out this inspection 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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Inspection activities

12 September 2019 12 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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