Francis, Katie

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 thrive in the safe, homely and welcoming care of the childminder. They have warm relationships with her and readily go to her for cuddles and reassurance. Parents comment on how quickly their children settle, even after a delayed start due to the COVID-19 (coronavirus) pandemic.

p.2

The provision is good

Children are confident and eagerly choose their own activities. Babies learn new words quickly and older children describe what they are doing, using a wide vocabulary. They have interesting conversations that make them think, such as wondering what has cast shadows on the pavement. The childminder skilfully adapts activities for children's differing learning needs. For example, toddlers enjoy the sensory experience of digging and begin to explore volume and size as they fill and empty pots. Older children gain fine control as they plant tiny seeds and learn how they grow. They make good progress.

p.2

The provision is good

The childminder's gentle and consistent approach helps children learn to behave well. All children, including toddlers, share and take turns well. They amicably resolve minor squabbles themselves. They follow instructions willingly, such as waiting to cross the road. Due to COVID-19, the children have not had regular outings. This has meant that they learn less about other people and the world around them. The childminder plans to rectify this, for example by visiting libraries, farms and play parks as they re-open.

p.2

need to do better?

n The childminder has a good understanding of the skills and knowledge that children need to gain. She considers the needs of all the children when she plans her long-term curriculum and her activities for the day. The childminder keeps a close check on each child's development and identifies what they need to learn next. n Children enjoy playing with the childminder. She gives them her full attention, for example as they talk about what they are building or pretend to cook together. The childminder supports children's language development especially well. She speaks slowly and clearly so children can hear how to pronounce words and form sentences. The children enjoy choosing books and the childminder uses them as a rich source of new words. n The childminder promotes children's good health. She follows good hygiene practice, for example when she changes nappies or prepares food. She teaches children the importance of good hygiene, especially to reduce the risk of COVID-

p.2

need to do better?

19. Children learn to wash their hands before eating and when they come home from pre-school. They talk about what foods are good for them and enjoy being active every day.

p.2

need to do better?

25 May 2021 n Children are confident and enjoy doing things for themselves. For example, older children manage their lunch boxes and change their shoes, which helps them become independent and get ready for starting school. However, the childminder does not share information with the staff from other settings that children attend. This means they do not have a consistent approach to supporting children's learning, to help children progress as well as possible. n The childminder works closely with parents. She takes time to share information with them to help her get to know the children and their families extremely well. The childminder keeps parents well informed of their children's progress and they work together to support children's development. For example, she agrees with parents the best way to help children stop using a dummy. She explains to them how this can adversely affect children's speech development.

p.2

need to do better?

n The childminder seeks to continually improve the care and learning she provides. For example, she updates her first-aid training so that she knows what to do if a child becomes unwell or has an accident. The childminder has recently completed training that has helped her to more clearly identify what children need to learn next and how she will teach this. However, she does not always recognise children's repeated patterns of play and has not considered how she can most effectively support this.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder routinely checks her home for hazards and removes or minimises these to maintain a safe environment for children. She regularly completes safeguarding training to make sure her knowledge is up to date and that she is aware of the risks that children could be exposed to. The childminder keeps guidance notes readily to hand so she can act promptly and correctly if she has concerns about the welfare of a child. She helps children gain responsibility for keeping themselves safe. For example, they learn to cross the road safely and why it might be unsafe to climb on the table.

p.3

should:

n share information with staff from other settings that children attend, to enable adults to have a consistent approach to children's care and learning n enhance teaching skills to support young children's patterns of play effectively, and encourage them so that they can develop, refine and build on their existing knowledge.

p.3

Setting details

Unique reference number EY559641 Local authority Swindon Inspection number 10191403 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 5 Number of children on roll 2 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in the Rodbourne area of Swindon. She cares for children from 8am until 5pm Monday to Friday throughout the year.

p.4

Inspection activities

n This was the first routine inspection the setting received since the 2020-21 COVID-19 pandemic. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The childminder discussed with the inspector what she wants children to learn and how she plans for this. The inspector checked the suitability of the house and garden and looked at the resources the childminder uses. n The inspector assessed the quality of care and learning as she observed the childminder caring for, and playing with, the children. n A parent spoke to the inspector, who took account of their views. n Children played with and spoke to the inspector, and she observed the progress they are making. n The inspector sampled relevant documentation, including suitability checks for household members, evidence of training and children's records.

p.4

Inspection activities

25 May 2021 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

25 May 2021 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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