Hardie, Nicola

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

The childminder offers a calm and relaxed environment for children to learn and play in. She provides children with a range of stimulating activities and experiences to extend their interests. Resources are organised at the children's level to support them to make choices within their play. Children work cooperatively together to develop new play ideas. For example, they show high levels of engagement as they use clothes pegs to create a den together. Children have formed positive attachments with the caring childminder and other children at the setting, thus supporting children's emotional well-being successfully. The childminder is an effective role model and treats children with respect. She gives children continuous encouragement and praise for their achievements. Consequently, children are extremely well behaved and confident within her care.

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The provision is good

Children show concentration as they create model rockets for bonfire night. The childminder adapts the activity to meet children's individual targets. For example, she encourages older children to form letters from their name, and she supports younger children to recognise letters from their name. Children are curious to explore the different resources on offer to decorate their rocket. They develop fine- motor skills and hand-to-eye coordination as they drip the glue from the glue spreader onto their creations. The childminder prompts children to identify the different colours and shapes they discover while exploring the materials provided. The childminder offers new vocabulary to extend children's ideas further. For instance, she explains what the bonfire may smell like and describes it as 'dazzling'.

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need to do better?

n The childminder provides children with a range of experiences to enhance their knowledge about nature and the world around them. For example, children recently visited an arboretum where they explored the changes in the trees and the leaves. Children have the opportunity to socialise with other children as they attend various toddler groups with the childminder, within the local community. n Children are enthusiastic learners and show a keen interest in stories and books. They take it in turns to pick their favourite stories for the childminder to read aloud. The childminder sparks children's imagination by acting out different parts of the story. For example, she uses role play to re-enact different animals in the book. Children listen attentively and make links to experiences in their own lives. n Parents are complimentary about the childminder. They describe her as 'extremely trustworthy', 'kind' and 'honest.' The childminder works closely with

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need to do better?

parents to ensure they are involved in their child's progress and learning. For example, she provides parents with photo scrapbooks to highlight the range of activities and experiences their children have accessed. The childminder observes and monitors children closely to highlight any gaps in their

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need to do better?

6 November 2019 development. Through accurate assessments, she can identify appropriate next steps to support children to reach their full potential. The childminder is proactive in sharing her observations and assessments with parents, and welcomes their views on their child's progress. n The dedicated childminder has high expectations for her provision and the care she provides. For example, she attends regular networking groups with other childminders to share information, support and advice. The childminder is committed to the continuous improvement of her practice. For instance, she uses questionnaires to collect parents' views and uses these to improve her service. The childminder has clear policies and procedures in place to ensure children can learn and play in a safe environment. She gives these to parents to read during their initial visit to the setting. n Children show positive attitudes to learning. The childminder develops children's

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need to do better?

problem-solving and mathematical skills during their play. For example, the childminder encourages children to think about why their den may be collapsing. With support from the childminder, they conclude that there are too many pegs on one side of the den, which is making it too heavy. In doing this, the children successfully fix the den. However, the childminder sometimes does not make effective use of her questioning and interactions with the children. At times, children do not have time to think and respond, and fully extend their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of signs and symptoms that may suggest a child is at risk of harm. She has completed appropriate training to secure her understanding of child protection, including wider safeguarding procedures, such as protecting children who may be exposed to extremist views. The childminder receives updates from the local authority to ensure she is kept up to date with guidance and legislation. She is fully aware of how to report any concerns regarding children's welfare.

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should:

n strengthen the interactions with children to encourage their thinking further and extend learning to the highest level.

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Setting details

Unique reference number EY234962 Local authority Swindon Inspection number 10066372 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 to 10 Total number of places 6 Number of children on roll 11 Date of previous inspection 26 August 2015

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Information about this early years setting

The childminder registered in 2002. She lives in Swindon, Wiltshire. The childminder offers care all day on Wednesday, Thursday and Friday, all year round, except for family holidays. The childminder holds a recognised level 3 qualification in childcare.

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Inspection activities

n Discussions took place between the inspector and the childminder at convenient times during the inspection. n Verbal and written feedback from parents was gathered and the inspector took account of their views. n A joint observation was carried out by the inspector and the childminder. n Interactions were observed indoors by the inspector, and the impact on children's learning was assessed. n A range of documentation was sampled by the inspector, including children's development records, suitability checks and policies and procedures, such as safeguarding and risk assessment.

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Inspection activities

6 November 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

6 November 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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