Smith, Laura Jane

Overall effectiveness Good

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

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The provision is good

Children are safe, very happy and confident because their well-being is a priority for this nurturing childminder. They get off to a very good start in the engaging learning environment she provides. Children thoroughly enjoy the well-planned and organised indoor and outdoor play equipment. They access this independently and happily initiate their own play. The childminder has high expectations of children and what they can achieve.

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The provision is good

Children behave exceptionally well. For instance, they listen thoughtfully to each other's opinions and ideas as they discuss the best way to balance an egg on a spoon for a race or negotiate how to share toys. They are very respectful of differences and know that all people should be treated with courtesy and consideration. For example, older children understand that younger children sometimes need more time to achieve things and show extreme kindness and patience.

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The provision is good

The quality of teaching is good and is particularly strong outdoors. Children relish their time in the fresh air where they win medals for running, beanbag games and egg and spoon races. The childminder constantly encourages children's developing physical skills. For example, she shouts her encouragement, 'you said you couldn't do it, but you did it', as children conquer balancing skills, and children beam with pride at their achievements. These rich learning experiences help children to make good progress across all areas of their learning. They develop particularly strong and very positive attitudes to learning, giving them an excellent basis for gaining the skills for their future success.

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need to do better?

n Children settle in quickly when they first start at the setting. The childminder is extremely sensitive and attentive to children's individual needs. She collects key information about children and uses this to plan familiar care routines. She supports children's well-being very effectively. n The childminder's good use of observation, assessment and planning helps her to take into account children's individual interests and needs. She supports children's communication and language development well to help them become confident communicators. However, the childminder recognises that on occasion, she does not consistently provide younger children with enough time to respond to the questions they are asked. n The childminder is an excellent role model to children. She gives children very clear messages about staying safe and healthy. She is energetic and matches their enthusiasm. The childminder has a bubbly and infectious personality which

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need to do better?

helps to keep children extremely happy and highly motivated. Children are

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need to do better?

23 September 2019 inspired to play and learn together. n Children learn about the wider world. They have many regular outings to local places of interest, such as the library and the train museum, and visit woodlands to explore the natural world around them. n Children benefit from the strong relationships that the childminder builds with their parents. She engages in open two-way communication to share key information about their children's development. For instance, she shows a keen interest in children's progress at home and suggests ways to help extend this even further. This helps to promote a consistent approach towards their learning. n Parents are overwhelmingly positive about their children's experiences with the childminder. They value her caring ethos. This is reflected in comments recorded in parents' testimonials, such as 'She is a caring and vastly experienced individual who will always put the welfare and development needs of the

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need to do better?

children first.' n The childminder's self-evaluation is well informed and includes the views of parents and children. The childminder is committed to continuous personal development and has undertaken several training courses to improve outcomes for children, to constantly improve the provision. n Children are provided with helpful choices to explore and deepen their understanding purposefully across the full range of curriculum areas. At times, however, the activities the childminder provides lack suitable challenge for the most able children in mathematics and literacy.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of child protection issues and the procedures to follow should a concern about a child arise. She is proactive in keeping updated on changes in legislation to ensure that she understands her responsibilities in meeting the requirements. For example, she carries out risk assessment audits to help minimise accidents outdoors.

p.3

should:

n provide younger children with enough time to respond to the questions they are asked n make the most of opportunities to extend and challenge the more able children's interest in mathematical learning and their literacy skills during play.

p.3

Setting details

Unique reference number EY383223 Local authority Swindon Inspection number 10072061 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 8 Total number of places 6 Number of children on roll 6 Date of previous inspection 5 October 2015

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Information about this early years setting

The childminder registered in 2008. She lives in Abbey Meads, Swindon. The childminder provides care Monday to Friday from 7.30am to 6pm all year round, except for bank holidays and family holidays. The childminder receives funding for the provision of free early years education for children aged two, three and four years. She holds a relevant early years childcare qualification at level 3.

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Inspection activities

n The inspector observed interactions between the childminder and the children and looked at the available resources indoors and outdoors. n The inspector took account of the views of parents expressed in their written responses. n The inspector looked at children's information, attendance records and development records, and a sample of policies, including the procedures for keeping children safe. n The inspector talked to children and had discussions with the childminder about leadership and management, safeguarding, and how she evaluates practice. n The childminder carried out a joint observation with the childminder.

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Inspection activities

23 September 2019 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

23 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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