Childminder EY289824

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 has created a warm and welcoming environment. She gives lots of support and reassurance to children who are new to the setting and this supports them to settle quickly. The childminder and her assistant are kind and caring in their approach and have developed close bonds with the children, who eagerly invite them into their play. The childminder and her assistant are good role models and children's behaviour is good. Children play cooperatively alongside each other and the childminder encourages them to use good manners.

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The provision is good

The childminder and her assistant develop children's counting skills well during play and planned activities. For instance, they encourage children to count and then extend this effectively. They challenge children to find more cows while playing with the farmyard. The childminder has developed close partnerships with other settings children attend, to offer continuity in their care and learning. For instance, she communicates well with them to share information about how children are progressing, and they work together to support children to move forward in their development.

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need to do better?

n The childminder has a good understanding of how children learn and develop. She observes children and carefully monitors their progress to swiftly identify any gaps in development. Children are making good progress and are well prepared with the key skills needed for starting school. n The childminder reflects well on her practice and provision. For instance, she has recently changed the layout of the playroom to allow her to do more planned focused activities with children linked to their next steps. She has thought carefully about the layout and positioned the table to allow her to be able to see the other children as they play. The childminder has recently attended a course on how to support children's behaviour, and this has given her more knowledge of strategies to promote children's behaviour in a positive way. n The childminder plans a range of exciting activities that capture children's attention. For instance, children are highly engaged as they explore sensory

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need to do better?

snow. Overall, the childminder extends children's communication well. During the activity, she introduces animals to the snow and extends children's vocabulary. Children learn about artic foxes and hares. However, the childminder does not give children time to answer questions she has asked before she repeats the question or moves on. n Children are motivated to learn and show good levels of concentration during activities. They stay engaged in activities for extended periods. For example, when building and creating with blocks, children show good physical skills and hand-to-eye coordination as they build towers 15 blocks high.

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need to do better?

26 November 2019 n Children have regular opportunities to learn about the wider world. For instance, they attend local toddler groups where they get to socialise in larger groups. Children also visit the local library and parks. This gives them opportunities to learn about their local community and develop their social skills further. n The childminder works with an assistant one day per week. She offers support and guidance as they work and monitors their practice. She ensures that they have a valid paediatric first-aid certificate and have attended a safeguarding course. n Overall, the childminder has developed good relationships with parents. She gains their views and has meetings with new parents to make sure they are happy with the service provided. She regularly keeps them updated with their children's progress and shares their learning records with them on a regular basis. However, she does not consistently offer parents ideas about how they

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need to do better?

can help to support children's learning at home. n The childminder and her assistant give children lots of opportunities to develop their independence skills. For instance, younger children are happy to independently access the wide range of resources and help themselves to a drink when they are thirsty. Older children take care of their own personal care needs well, needing little help from the childminder.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands how to promote children's safety and well-being effectively. She knows the signs and symptoms that may indicate that a child is at risk of harm, and the correct procedure to follow to keep children safe. The childminder's assistant has a good understanding of his responsibility to keep children safe. The childminder uses risk assessments to help her to minimise risks to children in her home and when on outings. She teaches children about different risks, for example how to cross the road safely when on the walk to school.

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should:

n provide children with enough time to think and respond to questions asked, before repeating or asking another question, to further extend their thinking and language skills n consistently offer parents ideas about how they can help to develop children's learning at home.

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Setting details

Unique reference number EY289824 Local authority Swindon Inspection number 10072053 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 8 Total number of places 6 Number of children on roll 10 Date of previous inspection 27 August 2015

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Information about this early years setting

The childminder registered in 2004 and lives in Swindon, Wiltshire. She operates from 7am until 3pm, Monday to Friday. The childminder has a level 3 childcare qualification. She provides funded early education for two-, three- and four-year- old children. The childminder works with an assistant one day per week.

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Inspection activities

n The inspector observed the interactions between the childminder, her assistant and the children, and considered the impact on their learning. n The inspection read feedback from parents and took account of their views. n A joint evaluation of an activity was carried out by the inspector and the childminder. n The inspector sampled relevant documentation, including the suitability of those working with the childminder and living in the household, policies and children's learning records. n The childminder completed a learning walk with the childminder to gain an understanding of how the environment is organised. She spoke with the children, the assistant and the childminder at appropriate times during the inspection.

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Inspection activities

26 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

26 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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