Childminder EY551185

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 arrive at the childminder's home, separate from their carer happily and enter with confidence. The show they feel secure and have formed good relationships with the childminder as they chat freely about their weekend, their family and their morning at pre-school. The childminder supports the children's language well and they are articulate and confident in their speaking skills. Children demonstrate they feel comfortable with the childminder. They bring their lunch box into the kitchen, knowing they can eat their lunch when they arrive. They show that they know the routines as they wash their hands before sitting at the table to eat.

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The provision is good

The childminder has high expectations of the children. For example, she encourages them to persevere when they struggle to roll the dough and cut out their heart shape. When she talks them through how to 'push harder', they concentrate and succeed, and are proud of what they can achieve. The childminder knows the children well and plans for what they need to learn next, based on their individual interests and needs. For example, the childminder set up a music station after observing children's interest in singing and music. Children make good progress and gain some important skills for school.

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need to do better?

n The childminder is consistent in how she promotes children's good behaviour. She uses pictures of the 'golden rules' from the local nursery school to help children learn the boundaries and expectations. For example, children learn to use their 'walking feet' and 'listening ears' to understand what is expected of them. Children are polite and behave well. n Children develop very good early mathematical skills. The childminder uses all opportunities to encourage these skills through play and routines. For example, children count the animals up to 14 and the childminder asks questions to help them compare, such as finding out which is the 'tallest' and the 'smallest'. She asks children about the shapes they are making in the dough, such as a 'circle' and 'heart', and encourages them to sing number rhymes with three ducks she has made with the dough. n The childminder reflects on her practice and is committed to her professional

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need to do better?

development. She has attended several training courses since registration and has plans to learn more. Following training about expressive arts and design, the childminder has introduced more recyclable resources and natural objects for the children to be creative with as they make their collages, pictures and models. n The childminder supports children's literacy development well, overall. Children listen to the 'dough disco' music and follow the actions as they 'splat' the dough, 'squeeze' it, 'roll' it, 'pinch' and 'prod' it. This helps to strengthen their hand

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need to do better?

3 February 2020 muscles for early writing. They are also learning to hear the initial sounds in words, such as 'c' for cat. However, although children enjoy listening to stories, at times, they do not have the opportunity to choose and handle books for themselves. n The childminder ensures children have regular opportunities for fresh air and exercise. Children go on daily walks with the dog. They participate in yoga sessions and make animal movements to stories and songs. The childminder encourages children to follow good hygiene routines. n Overall, the childminder develops good partnerships with parents. They report they are happy with their children's care and education and feel they receive regular communication about their children's progress. However, the childminder has not fully engaged all parents to follow her healthy eating policy when they provide their children's own lunches and to support a shared approach to

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need to do better?

working with adults at other settings children attend. n Children enjoy choosing from the wide range of toys and equipment that are available to them. The childminder gets down to the children's level and supports them in their play. Children spend long periods of time engaged in their play. For example, they draw detailed pictures and cut them out. They demonstrate a positive attitude towards their play and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her safeguarding training up to date. She has a secure knowledge of child protection and wider safeguarding issues. She knows the procedures to follow if she has concerns about a child's welfare or if an allegation is made. The childminder is aware of the importance of online safety and ensures that children are supervised if they use the internet for research purposes. She monitors children's attendance and understands why she needs to do this. The childminder has carried out a risk assessment of her house and garden and the premises are safe and secure for children to play in.

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should:

n enhance opportunities for children to freely choose and handle books to promote their literacy skills even further n develop further strategies to engage all parents in supporting their children's health and development even more effectively.

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Setting details

Unique reference number EY551185 Local authority Swindon Inspection number 10133792 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 3 to 10 Total number of places 4 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in September 2017. She lives in Swindon, Wiltshire. She offers care from 8am to 6pm, Monday to Friday, all year round, except for bank holidays and family holidays. She receives funding for the provision of free early education for children aged three years.

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Inspection activities

n The childminder made some documents available for the inspector, including training certificates, suitability checks and children's records. n The inspector observed the childminder interacting with the children and assessed the impact on their learning. n The childminder evaluated an activity that she carried out with the children, and discussed the children's learning with the inspector. n The inspector read written feedback from parents and considered their views. n The inspector viewed the areas of the home used for childminding. She spoke to the childminder and the children at appropriate times during the inspection.

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Inspection activities

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

3 February 2020 3 February 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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