Childminder EY549168

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children show they feel safe and secure in the welcoming environment. They demonstrate that they have formed good relationships with the childminder and the other children, even those who are new to the setting. For example, they confidently go to the playroom and bring out a toy they want to play with and invite the childminder into their play. The childminder offers the children praise and encouragement as they become more confident to go and choose the resources from the playroom on their own. She offers them reassurance that she will be there in a minute and follows this up to boost the children's self-esteem and their trust in her. The childminder has high expectations of all the children. She encourages them to take responsibility for their toys and the environment. All children are keen to help tidy away the toys, ready for their next activity.

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The provision is good

Children thoroughly enjoy the activities they take part in and concentrate well overall, showing a positive attitude towards their learning. For example, they spend time strengthening their hand muscles in readiness for early writing as they 'squash', 'squeeze' and 'roll' the dough in their hands. The childminder encourages the children to find the letters of their names, and older children confidently pick them out using a name card to help them and press them in the dough. They eagerly join in with singing and action songs and request the childminder to read books to them. They have lots of enjoyable opportunities to gain good early literacy skills in readiness for the next stage of their learning.

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need to do better?

n The childminder supports children to learn to respect others. She helps them learn to manage their feelings and to understand the different emotions they may have. Children show care and concern for others and learn to share and take turns. For example, older children ask if they can have a turn when younger children get the robot out, and pat the childminder's baby on the head gently when she is unsettled. n Children learn about the importance of healthy lifestyles. The childminder talks to them about what foods are good for them when they eat the healthy home- made snacks and meals she provides. Children have walks daily and regularly visit local parks where they can play on the large equipment and take managed risks in a secure and supervised environment. n Children develop good early mathematical skills. The childminder is very skilled at weaving this through children's play and the daily routines. For example, she

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need to do better?

supports children to count the bricks they are building, compare the lengths and find out whose is the 'tallest'. During snack time, she encourages the children to solve simple problems when she cuts a pear into 'two halves' and then 'four quarters', and the children work out if there are enough pieces for everyone.

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need to do better?

29 January 2020 n The childminder gains information from parents when children first start and observes them to find out their starting points and plan for their next steps in learning based on their interests and needs. However, on occasions, she does not always focus on the most important areas that the younger children need to learn next, to help them make the best possible progress even more quickly. n Overall, the childminder supports children's communication and language skills well. She repeats words correctly to children and adds new words, to broaden their vocabulary. Older children are keen to engage in conversations with adults. However, at times when the childminder asks children questions, she does not give them enough time to think and respond, before moving on to the next one to support their speech even further. n The childminder is committed to her professional development and has attended

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need to do better?

training that has had a positive impact on the children, such as a behaviour management course. She has evaluated her practice and identified areas for improvement. For example, she intends to plan more focused adult-led activities to help those children moving on to school, to develop even better concentration skills. n The childminder has developed positive partnerships with parents. They report they are very pleased with the care their children receive, how quickly their children have settled and the communication they receive. Parents share news with the childminder about what their children do at home and this enables them to work together to support children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of child protection and wider safeguarding issues. She knows the relevant authorities to which she needs to report concerns about children's welfare. The childminder has shared information with parents regarding the safe use of the internet and has safe procedures in place for when older children attend her setting with mobile phones. The childminder risk assesses her home and garden, and provides a safe environment for children to play. She reminds them of the rules they need to follow to keep themselves safe, such as using 'walking feet' indoors and not riding the sit-on-toys in the kitchen.

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should:

n focus planning more precisely on the most important areas that children need to learn next, particularly the younger children n give children more time to think and respond to questions, to develop their language even further.

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Setting details

Unique reference number EY549168 Local authority Swindon Inspection number 10111291 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 2 Total number of places 3 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Swindon, Wiltshire. The childminder operates throughout the year, on Wednesdays and Thursdays from 7am to 6pm. She is a qualified teacher.

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Inspection activities

n The inspector observed the childminder's interactions with the children and the impact on their learning. n The inspector discussed the organisation of the provision and curriculum with the childminder. n The childminder shared some documentation with the inspector, including training certificates, suitability documents and children's records. n The inspector spoke to the childminder and the children during the inspection. The childminder discussed an activity with the inspector and evaluated the impact on children's learning. n Written feedback from parents was read and the inspector took account of their views.

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Inspection activities

29 January 2020 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

29 January 2020 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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