Childminder EY431626

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 enjoy spending time with the childminder. She is lively and fun, and plans busy days filled with varied activities and interesting outings. Children are fond of the childminder and they feel safe in her care. They form close relationships with each other too. They play together cooperatively and behave very well. Children are resilient to setbacks and take pride in their achievements. For example, they take great care and show determination as they discover how to hold open the top of a small bag so they can pour in bird seed. The childminder encourages children to have a go themselves and they only ask for help if they really need it. Children enjoy learning as they play. For example, they learn about shapes as they ice biscuits and practise counting the number of decorations they stick on. The childminder has high expectations of what every child can achieve, including the more able and those who learn English as an additional language. All children

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The provision is good

progress well from their starting points. The childminder extends activities well, for example using picture cards to introduce more complex shapes. Children enjoy choosing books every week at the library and develop a love of books. Some older children show a great interest in written words, and the childminder encourages them to recognise letters and the sounds they represent.

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need to do better?

n The childminder supports children's speech and communication skills very effectively. Every day, children listen to stories and join in with nursery rhymes and songs. The childminder introduces new words, such as 'reindeer' and 'hexagon', and makes sure that children understand what they mean. If children are learning English as an additional language, the childminder learns some basic words in their home language and ensures she pronounces them correctly. She also uses simple sign language with all the children to help them communicate. n The childminder teaches children effectively overall, especially during adult-led activities. She is enthusiastic and playful and there is a lot of fun, laughter and warm affection. However, she sometimes asks children too many questions with only one correct answer, such as 'what colour?' or 'what shape is this?'. She does not consistently encourage children to think more deeply or develop their

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need to do better?

ideas fully, especially during play they have initiated themselves. n The childminder has high expectations for children's behaviour. She is firm and consistent, so they quickly learn what is expected of them. Children are very polite and remember to say 'please' and 'thank you' with little prompting. Children are kind to each other. The childminder teaches them to say 'no' if they do not like what another child is doing, and children learn to respect others' wishes. n The childminder plans a broad range of activities that are generally based

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need to do better?

4 December 2019 around children's interests, so they are eager to join in. She talks to them about what they are doing and builds on what they already know and can do, so they confidently gain the skills and knowledge they need. However, she does not always consider the needs of the younger children sufficiently. For example, she sometimes expects a lively toddler to sit for too long at a table activity, or she does not ensure that babies can securely see and reach, to join in with activities. n The childminder works in close partnership with parents. She keeps them well informed about their children's progress. She shares information with parents to help them support their children's learning at home, for example on how to encourage children's early literacy skills. Parents comment very positively. They say their child 'has developed so much over the past year, especially her speech', and 'Kate offers a variety of days out and activities, and my child loves

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need to do better?

them all'. n Children enjoy broad and exciting experiences that help them learn about different people and the world around them. For example, they enjoy messy play at community playgroups and visit local parks and soft-play areas. They take hot chocolate to the woods and make dens, and catch the bus to historic sites and into Swindon. n The childminder continually improves her provision. She seeks professional advice and regularly attends training to keep her knowledge and practice fresh and up to date.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of her role and responsibility to help protect children from harm. She attends regular training, so she has current information on how to recognise, record and report concerns about a child's welfare. This includes some of the wider aspects of child protection, such as online safety. She routinely checks her home for hazards and acts to minimise or remove these. She takes sensible precautions to ensure the family dog does not pose a risk to children. She helps children learn to recognise and manage risks themselves, so they learn to keep themselves safe, for example when walking near traffic or playing near water.

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should:

n provide activities that are consistently engaging and appropriately challenging for the younger children taking part n enhance interactions with all children to help them think more deeply, develop their ideas fully and solve their own problems, especially during play they initiate themselves.

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Setting details

Unique reference number EY431626 Local authority Swindon Inspection number 10072072 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 0 to 11 Total number of places 6 Number of children on roll 12 Date of previous inspection 3 September 2015

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Information about this early years setting

The childminder registered in 2011. She lives in Wroughton, Wiltshire. She operates her childminding service from 7.30am until 6pm on weekdays, for most of the year. The childminder has an early years childcare qualification at level 3.

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Inspection activities

n The childminder showed the inspector all the areas of her home and garden used by the children. She explained how she organises her space and resources to support children's learning. n The inspector observed the childminder interacting with the children as they played and during daily routines. She went with them on a walk through the adjacent fields. n The inspector took account of parents' views through their written comments. n The inspector sampled relevant documentation, including children's records, evidence of the childminder's qualifications and training, and policies and procedures. n The childminder discussed with the inspector how she meets children's care needs and how she plans for and supports their learning.

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Inspection activities

4 December 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

4 December 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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