Coles Linda Jane

Overall effectiveness Good

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

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The provision is good

The childminder and her assistant welcome children into this nurturing environment. They form strong bonds with the children in their care. This enables children to feel safe and secure, which helps them to settle quickly. Children freely explore the environment, choosing what they want to play with. The childminder and her assistant interact with children during play, extending their knowledge. For example, children play with the dolls and act out daily routines such as sleeping, eating and nappy changing. The childminder reads a story to the dolls to help them sleep. The children copy her and take turns reading a story and singing songs to the dolls.

p.2

The provision is good

Children's behaviour is wonderful. They willingly play together, sharing their thoughts and ideas. Children independently share and take turns. They discuss their feelings and consider the feelings of others. The childminder and her assistant support children to understand the impact their behaviour can have on others. Older children use emergency words to gain the childminder's attention if a younger child is interrupting their play. They happily reinforce the rules. For example, children remind others not to run inside because they might 'fall and hurt themselves'.

p.2

The provision is good

Children benefit from being part of the community. They go on walks, visiting a local mosque and church to gain a better understanding of others' beliefs and cultures. On these walks, children learn about road safety and talk about where they live. They say hello to neighbours, who bake them cakes and give them seeds to plant in the garden.

p.2

need to do better?

n The childminder and her assistant know what they want children to learn. Their curriculum is a blend of child-led play and adult-led activities. They plan activities around the children's interests and their next stages of learning. The childminder and her assistant use loose themes to spark new interests and curiosity. They ensure all activities cover all seven areas of learning. n The children take part in a wide range of physical activities. They giggle as they race around on ride-on toys, bikes and toy cars, which supports their health and well-being. The childminder sets up obstacle courses, ball games and races. This helps to strengthen children's muscles and allows them to burn off excess energy. n The childminder and her assistant prioritise children's personal, social and emotional development. They support children to become independent with toileting, making choices and putting on their shoes and coats. This supports

p.2

need to do better?

children in being ready for school. Children understand how to make healthy

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need to do better?

14 October 2022 choices and the effect these have on their bodies. For example, the children make pitta pizzas. They talk about healthy vegetables and the different ways in which they grow, such as mushrooms growing from 'seeds on the trees' and 'growing in the ground'. n The children enjoy being creative and using their imaginations. For example, they create 'snowmen' out of pumpkins. They use a range of materials to bring their ideas to life. When finished, they put their creations on display and praise each other for what they have achieved. This enables children to bring their thoughts and ideas to life and develop a sense of pride. n Children develop good communication and language skills. The childminder and her assistant build children's speech by repeating words back, using the correct pronunciation. They introduce new words and their meanings by reading stories, singing songs and narrating children's play. For example, the childminder reads

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need to do better?

a story and uses the word 'hippopotamus'. She then encourages the children to sound out the new word. This helps to expand children's vocabulary and they gain new knowledge. n The childminder has good partnerships with parents. They attend regular parents' evenings to get feedback on their children's development and next steps in learning. The childminder shares ideas to support learning at home. Parents seek advice and guidance on potty training, fussy eating and introducing new siblings. They praise the childminder for her flexibility and willingness to help with extra sessions or emergency care. n Children use a range of mathematical language, such as 'more', 'lots', 'big' and 'small'. They demonstrate counting in play and know some shapes by name. However, the assistant does not make the most of opportunities to extend their learning even further. For example, when cutting up vegetables she does not

p.3

need to do better?

introduce new concepts such as 'halves' and 'quarters'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant know how to keep children safe and have a good understanding of how to protect them from harm. They can identify the different signs and symptoms of abuse and know what steps to take to report a concern. They know who to contact if they have concerns about a child. The childminder understands the procedures to follow if an allegation has been made against her or a member of her household. She is aware of safeguarding issues within her local community. She attends regular meetings online with the local authority to ensure she keeps up to date with these issues and any changes to the policy. The childminder completes risk assessments on her home and local areas visited in the community to ensure they are safe for the children in her care.

p.3

should:

14 October 2022 n extend and reinforce children's understanding of mathematical concepts to build on what they already know.

p.3

Setting details

Unique reference number 108777 Local authority Swindon Inspection number 10234065 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 9 Number of children on roll 18 Date of previous inspection 1 November 2016

p.5

Information about this early years setting

The childminder registered in 1997 and lives in Swindon, Wiltshire. She operates all year round, from 7.30am to 5.30pm on Monday, from 7.30am to 5pm on Tuesday, and from 8.30am to 3pm on Wednesday, Thursday and Friday. The childminder holds an appropriate early years qualification at level 3 and works with an assistant. The childminder receives funding for the provision of free early education for children aged three and four years.

p.5

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 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 inspector and the childminder completed a learning walk and discussed the provision and the curriculum. n The inspector observed the quality of teaching during indoor and outdoor play and the impact this has on children's learning. n The inspector spoke with the assistant at an appropriate time and completed a joint observation with the childminder. n The inspector held a meeting with the childminder and her assistant to discuss how they self-evaluate the provision. n The inspector looked at relevant documentation, such as evidence of suitability checks, risk assessments and first-aid certificates. n The inspector spoke to a parent during the inspection and took account of

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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

14 October 2022 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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