Childminder in Swindon

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children are happy and settled with the childminder. She is attentive and friendly, and children enjoy spending time with her. The childminder encourages all the children to contribute and join in, including the less confident and quieter children and those with disabilities. She offers plenty of praise and encouragement and builds their self-esteem. Children play very well together and form good friendships. They play games that teach them to share and take turns. Children work together to solve problems. For example, they collectively build a tower of bricks as tall as the table. They persevere and are pleased when they succeed. Children behave well, for example as they follow instructions and help to tidy up.

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The provision requires improvement

Children enjoy a range of activities that help them make steady progress. For example, they thoroughly enjoy exploring 'slime' and describe it as 'sticky', 'spikey' and 'stretchy'. However, the childminder does not have high enough aspirations for what they can achieve. She does not have a clear understanding of how to assess children's development or how to use this information to plan precisely for their next steps in learning. Children are engaged in their play and eager to join in. They enjoy painting and craft activities. However, the childminder encourages children to follow her ideas, for example, of what colour to use and how to apply paint for a rainy picture. She praises most warmly those children who produce the picture she described, which stifles their creativity to develop their own ideas.

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need to do better?

n The childminder knows children's interests and what they enjoy doing. She records experiences they have enjoyed and some observations of what they can do. However, her assessment of children's progress is not rigorous enough to show what they can do in each area of learning and enable her to plan clear individual targets to hasten progress. n Children are happy and settled. They gain good social skills and play well together. They become confident mixing with larger groups of children when they meet with another childminder. Children learn about their local community through bus rides and trips to parks, libraries and a soft-play centre the childminder. They support a café run by a charitable organisation and watch programmes that help them learn about disability in a positive way. n The childminder gets involved in children's play. She talks with them about what they are doing and shares stories, supporting their speech development well,

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need to do better?

overall. Although the childminder interacts warmly with the children, she does not plan enough challenge for them to build on what they already know in all areas of their learning. For example, children, especially older ones, do not have enough opportunities to make marks for a purpose in preparation for learning to write.

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need to do better?

17 February 2020 n Parents have warm and friendly relationships with the childminder and speak highly of her. One parent comments that the childminder 'has been fantastic in bringing our child out of their shell and nurturing their confidence'. Another parent comments on how well the childminder has adapted activities to cater for her child's specific needs, and adds that 'they adore her'. n The childminder does not share information about children's development and learning with the staff from other settings they attend. This means adults cannot have a consistent approach in how they support children's learning and build on their interests and progress at each setting. n Children lead healthy lives with the childminder. They learn the importance of good hygiene and manage this well by themselves. For example, they wash their hands before meals and remember to cough into their elbows 'to stop the germs'. They regularly go for walks and visit local parks where they have space

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need to do better?

to play energetically and become strong and coordinated as they climb and balance on large equipment. The childminder provides healthy snacks and encourages children to drink regularly to stay hydrated. n The childminder completes required training, for example in safeguarding and first aid, which helps her keep children safe. She meets with childminders from her local network and they exchange ideas of good practice. However, she has concentrated less on developing her teaching skills to enable her to help children make the progress of which they are capable. n The childminder makes some improvements that benefit children. For example, she now provides more resources that children can use in different ways, which has encouraged them to look more closely at objects and play more imaginatively. However, she does not evaluate her provision thoroughly enough to identify key areas where she could improve her teaching skills further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a thorough understanding of her role and responsibility to keep children safe. She attends safeguarding training so she has current information about how to recognise, record and report concerns she has that a child may be at risk of harm. The childminder ensures that all adults in the household have completed the required checks on their suitability. She helps children learn to keep themselves safe, for example by practising leaving the house quickly in an emergency. They learn to follow her instructions because the childminder always explains why these are important.

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Due date

17 February 2020 develop knowledge of how to use observations of what children can already do to target their next steps, so they make good progress in every area of learning 25/05/2020

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Due date

improve understanding of assessment to accurately track children's development, and use this to inform planning of the curriculum that is precisely matched to each child's age and stage of development. 25/05/2020

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should:

n use professional development opportunities to develop teaching skills and help maximise children's learning n develop the educational programme for the expressive arts and design by providing a wide range of resources which encourage children to explore and find their own ways to represent and develop their own ideas n share information about children's progress with staff from other settings they attend, to promote a consistent approach to children's learning.

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Setting details

Unique reference number EY341757 Local authority Swindon Inspection number 10072055 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 3 to 10 Total number of places 6 Number of children on roll 6 Date of previous inspection 28 September 2015

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Information about this early years setting

The childminder registered in 2006 and lives in Toothill, Swindon. She operates on weekdays from 6am to 6pm, all year round, except for bank holidays and family holidays. The childminder receives funding for the provision of free early education for children aged two, three and four years. She holds a level 3 qualification in early years childcare.

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Inspection activities

n The inspector observed the childminder engaging with children in a range of activities and assessed the impact this has on their learning and well-being. n The inspector looked at a sample of children's assessment records and discussed with the childminder how she monitors children's progress and plans their play experiences. n The childminder discussed with the childminder the range of outings that children take part in and the impact of these on their learning. n The inspector viewed a range of policies, including safeguarding procedures. She also checked evidence of the suitability of adults in the household and the childminder's training. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector took account of parents' written comments.

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Inspection activities

17 February 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

17 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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