Bregu, Mirela

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

p.1

The provision is good

Children develop close bonds with the caring and affectionate childminder. They are happy and relaxed in her care. The environment is set up to allow children easy access to resources. Children are beginning to develop their independence skills as they carry out age-appropriate tasks, such as helping to put away toys and putting on their coats. The childminder has high expectations for children's behaviour. She reinforces her clear rules and boundaries consistently, which help children to behave well. Children are beginning to learn to share and take turns with each other. The childminder offers praise and encouragement, which helps to support children's emotional well-being.

p.2

The provision is good

Children show high levels of concentration and enjoyment in the activities that the childminder plans. For instance, children are highly engaged for extended periods of time as they play with play dough. They enjoy rolling it out and using cutters to make shapes. Children are able to identify simple shapes and comment that 'circles have no sides'.

p.2

The provision is good

Due to the COVID-19 (coronavirus) pandemic, parents are not currently able to enter the childminder's home. However, she ensures that she shares detailed information with parents upon collection so that parents are still fully aware of what their children are doing each day.

p.2

need to do better?

n The childminder knows the children in her care well. She observes their learning and identifies next steps for them. The childminder plans a fun, challenging curriculum that supports children to make good progress. She uses additional funding to support children's individual learning needs. n The childminder supports children's communication and language skills effectively. For instance, children enjoy engaging in conversations with their friends and the childminder as they play. The childminder repeats words clearly for children to hear, to support them with the correct pronunciation of words. However, the childminder does not support children who speak English as an additional language as well as she could, to develop their understanding and speaking further. n Children learn about healthy lifestyles and the importance of eating a balanced diet and being physically active. They comment that they need to eat foods that

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need to do better?

are healthy to help their bodies to become strong. The childminder provides children with a balanced diet and has thought carefully about ensuring that each meal has the correct balance of protein, carbohydrates, vegetables and fruit. Although, the childminder has recognised that lunch times can be quite hectic and that she is unable to sit and be with the children to support their needs as

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need to do better?

13 September 2021 they eat. n The childminder develops children's early literacy skills well. She fosters a love of books with children. Children enjoy snuggling up with the childminder to share a book and also enjoy choosing a book to look at on their own on the sofa. The childminder sings songs with children, and they enjoy moving their bodies to music. n The childminder extends her professional development well. She identifies areas for improvement that will support the children in her care. For example, she has recently completed training on managing children's behaviour and how to support children in a positive way to deal with their emotions. n Parents are positive about the childminder and the care that she provides. They comment that their children are happy in her care. The childminder supports parents to continue learning at home and gives parents information that will support children with their next stage in learning.

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need to do better?

n Children benefit from spending lots of time outside. They have plenty of fresh air and exercise. Children enjoy exploring the outside play kitchen, where they work together to make pretend food using leaves and conker shells that they collected on a walk. Children develop good physical skills. They learn to control their movements and balance, as they ride on trikes.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge and understanding of child protection. She is aware of the signs of abuse and neglect and knows the correct procedure to follow if she has a concern about a child's welfare. The childminder has a secure understanding of wider safeguarding issues and knows what to do if an allegation was to be made against her or a member of her family. She keeps her knowledge up to date by accessing regular safeguarding training. The childminder ensures children are safe on outings. For instance, when walking, older children hold onto a strap on the pushchair to keep them safe.

p.3

should:

n provide more opportunities for children who speak English as an additional language to build on their communication skills, including the use of their home language in play and learning n review daily routines to ensure that children's needs are fully considered, particularly during lunch time.

p.3

Setting details

Unique reference number EY557107 Local authority Swindon Inspection number 10190107 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 5 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in Swindon, Wiltshire. The childminder operates Monday to Friday 7.30am to 7pm, all year round. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder explained to the inspector how she organises her home and supports children's learning and development. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n An activity was jointly evaluated by the inspector and the childminder. n The inspector spoke to parents and read written feedback to gather their views. n The inspector looked at relevant documents, including evidence of the suitability of household members and training certificates.

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Inspection activities

13 September 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

13 September 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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