Childminder in Swindon

Overall effectiveness Good

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

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The provision is good

Children thrive in this nurturing home-from-home environment. The childminder and her assistant work hard to build strong relationships with the children in their care. Older children call the childminder and her assistant by name, inviting them into their play. Younger children receive cuddles and reassurance, which helps them to feel safe and secure.

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The provision is good

The childminder and her assistant allow the children to make choices about what they would like to do and learn. The children freely explore the play environment. They eagerly select books and cuddle up on the sofa under a blanket. The childminder's assistant reads the stories skilfully to the children. She asks them questions about what they can see in the pictures, keeping children engaged and helping to develop a love of literacy.

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The provision is good

Children play superbly together. The childminder and her assistant are excellent role models who embed clear rules and boundaries, which they reinforce with gentle reminders. They show patience and respect for the children as their share their thoughts and ideas. Children copy this practice and happily take turns during games or activities. They use manners and show a can-do attitude to learning. These skills set children up for future success.

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need to do better?

n Children participate in a wide range of physical activities. In the garden, the children race around on ride-on toys and chase each other, burning off excess energy. The childminder takes children for long walks in the community. They visit the local parks where they play on the climbing equipment and have space to run around. This allows children to get out of breath and enhances their physical well-being. n The childminder's main focus is to ensure children develop good independence skills. She teaches the children how to do things for themselves, such as putting on their shoes and coats. Children show good hygiene practices as they wash their hands and wipe their noses. At snack time, some children struggle to peel their banana skin. The childminder offers them support and guides them to achieve it for themselves. The children cheer and celebrate their achievement commenting, 'I did it'. This empowers children and creates a positive attitude to

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need to do better?

learning. n Children develop effective communication and language skills. The childminder and her assistant develop the 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 their play. Children become confident communicators.

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need to do better?

16 December 2022 n The childminder and her assistant understand what they want children to learn. They plan activities based on children's interests and their next stages of learning. However, while children engage in a play dough activity, the childminder does not always challenge those children who find the activity easy, to help them make even further progress in their development. n Parent Partnership is strong. The childminder works closely with the parents. She shares information about children's development and their next stages of learning, along with ideas to support learning at home. Parents praise the childminder for the wide range of activities and learning experiences she offers the children. They notice their children gaining confidence in their communication, independence and social skills. n Children demonstrate they know a range of mathematical concepts and language. For example, children count a range of toys on the 'light' table. They

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need to do better?

go to find more items and continue counting. When finished they tell the childminder that it 'equals fifteen' when they have finished counting. n The childminder teaches children about different faiths and religions. They celebrate Diwali and Chinese New Year. However, the childminder does not consistently provide children with a diverse range of opportunities and experiences to further extend their knowledge and learning about other cultures and beliefs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant understand their responsibility to safeguard the children in their care. They can identify any signs and symptoms of abuse and the procedure to follow to report a concern about a child. The childminder knows how to report allegations made against her, her assistants or a member of her family to the relevant authorities. She is aware of safeguarding concerns within the community and how they relate to young children and their families, such as drug- related crime. The childminder attends local safeguarding meetings and training to ensure her knowledge is kept up to date.

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should:

n develop opportunities to provide extra challenge for the most able children to extend their learning to the highest possible level n provide opportunities for children to learn more about cultural diversity to support their understanding of the world even further.

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Setting details

Unique reference number EY336380 Local authority Swindon Inspection number 10235028 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 16 Date of previous inspection 21 February 2017

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Information about this early years setting

The childminder registered in 2006. She lives in Swindon and operates from Monday to Friday, 7:15am to 5:30pm, throughout the year. The childminder has a relevant level 3 qualification and works alongside an assistant who has a level 6 qualification. The childminder provides funded early years education spaces for children aged two, three and four years.

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Inspection activities

n This was the childminder's first routine inspection 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 both indoor and outdoor play and assessed the impact this has on children's learning. n The inspector spoke with the assistant throughout the inspection and completed a joint observation with the childminder. n The inspector held a meeting with the childminder to discuss how they self- evaluate the provision. n The inspector looked at some key documentation, such as suitability checks, child registers and first-aid certificates. n The inspector took account of written testimonials from parents. n Children spoke and engaged with the inspector 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

16 December 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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