Childminder in Swindon

Overall effectiveness Good

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

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The provision is good

Children are safe and secure in the childminder's home. Her caring and nurturing manner makes children feel comfortable and confident to explore. The childminder provides a well-resourced environment where children independently make choices of what they wish to play with.

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The provision is good

Children develop a range of skills when they make smoothies. They help gather ingredients and tools, such as chopping boards, fruit and milk. Children independently select which fruit they would like, cut it with plastic knives and add it to their own cup. The childminder is close by to support children where needed. She encourages them to pour milk into their cups independently. The childminder labels the fruit the children choose, to encourage younger children to copy the words. She explains that the machine will mix the fruit together. Children squeal with delight as they watch their smoothie in the machine. While they wait, they discuss the colour it might turn. Children excitedly try new foods they make and engage well in planned activities.

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The provision is good

The children enjoy physical play when they run with their friends in the garden and ride on toy cars in the long hallway. They learn to climb the stairs safely with childminder close by supporting them. She encourages children to open their own snacks and zip up their own coats. Children learn and develop a range of physical skills.

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need to do better?

n The childminder integrates children into their local community. They attend weekly toddler groups and visit the local library. Children learn the importance of being safe when out of the home environment. They also learn how to socialise in larger groups. Children build confidence and learn safety skills. n The childminder knows all her children well. She plans activities that link to their next steps for learning. She assesses children's progress by ongoing observations. She knows what her children already know and what they need to learn next. Children make good progress. n Children mostly display good behaviour. They smile and giggle when their friends do something funny. Younger children willingly share their toys when they can see that their friends would like a turn. However, on occasion, children take toys from their friends and their peers become upset. The childminder does not always address this effectively and explain to children the impact of their

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need to do better?

actions on others. Children do not consistently learn how to manage their emotions. n The childminder has good relationships with families. She communicates with them daily at drop-off and collection times. Parents also receive videos and

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need to do better?

13 March 2023 photos via text message. Parents report on the 'amazing' and 'professional' service they receive and how their children have made good progress while attending. Children and their families are well supported. n Children use their senses to explore fresh vegetables in the large tray. Children develop their fine motor skills as they rip the leaves from the broccoli. They add it to a large saucepan and stir it up to make 'soup'. The childminder talks to the children about what they are doing. However, at times, the childminder does not consistently extend children's learning even further. For example, when children discuss the growing of vegetables, she does not link this to previous learning or question the children even further. Most-able children are not always challenged to a higher level. n The childminder weaves mathematical language into all areas. When children listen to a story, she asks, 'Can we count the animals?'. Children take turns and

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need to do better?

independently count them. When children make smoothies, the childminder asks, 'What colour?' when they choose fruits. They eagerly respond. She uses language like 'big' and 'small' when describing spades in the sand tray. Children become confident using mathematical language. n The childminder fosters children's love of books. They all sit together and enjoy a story about animals and fruits and children eagerly anticipate the next page. The childminder asks them, 'What fruits can you see?' and the children label 'pineapple' and 'apple'. Children eagerly talk about the animals and listen intently to the childminder as she uses words such as 'avocado' and 'passion fruit' and children copy these words to support their language skills. Children enjoy story time and learn new vocabulary.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role and responsibility to safeguard children in her care. She is able to identify the signs and symptoms that may indicate a child is at risk. She has procedures in place for recording and reporting concerns should she need to. She has contact details for outside agencies she may need to contact to report welfare concerns. The childminder is aware of how to report any allegations that may be made against her. She provides a safe and suitable environment for children to play and explore.

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should:

n implement consistent strategies to help children understand and manage their emotions and how their actions affect others n consistently extend learning, particularly for older children, to help them recall and extend their learning further.

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Setting details

Unique reference number EY343590 Local authority Swindon Inspection number 10276393 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 15 Date of previous inspection 13 July 2017

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Information about this early years setting

The childminder registered in 2006. She lives near Swindon town centre. The childminder provides care on Monday to Friday from 7am until 6pm and has a level 3 childcare qualification. She receives early education funding for three- and four- year-olds.

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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 childminder showed the inspector the premises and discussed how she ensures that it is safe and suitable. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder spoke to the inspector about their intentions for children's learning. n Parents shared their views of the setting with the inspector. n The inspector carried out joint observations of a group activity with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

13 March 2023 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 March 2023 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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