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

p.1

The provision is good

The childminder promotes a curriculum where the learning is predominantly led by the children through their own interests. The childminder adapts activities in the moment to ensure that children are continually engaged, thriving and happy. For example, he adds new resources to activities to grasp the children's attention further and widen their experiences.

p.2

The provision is good

The childminder reads to the children every day to develop their love for books. He allows children the freedom to select their own stories and, at times, selects books to suit specific areas of focus in their learning. For example, the childminder promotes positive behaviour and well-being by reading the children a story about emotions. He identifies what these emotions feel like, how they can make children behave and how they can manage their feelings well to ensure they do not upset others.

p.2

The provision is good

The children are developing their physical skills as they use their large body muscles to explore the childminder's spacious garden. For example, children climb on large play equipment, managing their own risks well as they explore wooden bridges, ladders and slides. The children have access to ride-on equipment and use their balancing skills to manage tricycles, bikes and scooters.

p.2

need to do better?

n The childminder has created a positive relationship with the children that supports them to feel safe and secure as they explore their environment. Children are respectful of each other as they sit around the table together at lunchtime. They chat among themselves and recognise some food items they have for lunch. The childminder uses this as an opportunity to expand language and conversations, as all children engage, listen and respond well during discussions. n Children explore their mathematics skills, particularly in counting, to develop their number sequencing and matching skills. For example, younger children dig in the sand to look for toy insects; they rejoice when they find them and count their collection. They use magnifying glasses to review the insects more closely and match them to the insect pictures on the wall. Older children enjoy exploring the weight of objects. They add sand and insects to each side of the

p.2

need to do better?

scales to review which side is heaviest. n The childminder supports children to be well prepared for school. He provides activities to develop small hand muscles and support children with handwriting, such as scooping, pouring and moulding sand and mark making with a variety of tools. However, the childminder does not make connections with the schools the children transition to, to share his knowledge of each child's stage of

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need to do better?

4 July 2023 development and to ensure the transition is a simple process for each child. n The childminder gives the children opportunities to explore the wider community. For example, he takes the children to libraries, parks and soft-play centres to allow them to interact with larger groups of children and build on their social skills. He also takes the children to local churches and carries out cultural celebrations to expand their understanding of the world around them. n The childminder evaluates his practice through good-quality assessments to ensure that children are meeting their milestones in all areas of development. He provides focus around any gaps in children's development to promote further learning and support each child individually. Although the childminder reflects on his own professional development and has identified some gaps in his knowledge relating to changes in the early years framework, he is not always

p.2

need to do better?

proactive in addressing these to raise the quality of his provision even further. n The childminder has developed a good relationship with parents. He shares information about how each child is developing. He provides ideas for parents to carry out simple activities at home to ensure further progression. This also gives parents an insight into what they are focusing on in the setting. Parents feel confident that their children are experiencing a wide range of learning opportunities with their childminder and are progressing well.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has good safeguarding knowledge. He can identify signs and symptoms of child abuse and can respond effectively to keep children safe from harm. He understands which professional agencies he must report to if he has concerns for a child or about the mistreatment of children caused by another childcare professional. He understands how to report an allegation made against himself and what process to follow.

p.3

should:

n extend partnerships with the local schools to create collaborative support for children transitioning to their next stage of education n continue to strengthen professional development and keep up to date with changes in relevant legislation, to further raise the quality of the provision to the highest level.

p.3

Setting details

Unique reference number EY420446 Local authority Swindon Inspection number 10298797 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 4 Number of children on roll 4 Date of previous inspection 8 January 2018

p.4

Information about this early years setting

The childminder registered in 2011 and works alongside a co-childminder. He lives in the Abbey Meads area of Swindon. The childminder operates all year round, from 7am to 6pm, Monday to Friday. The childminder provides funded early education for children aged two, three and four years. He holds a qualification in childcare at level 3.

p.4

Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector spoke with the childminder and children at appropriate times during the day. n A joint observation was held to review the childminder's practice. n The inspector observed the childminder and the children to measure the impact of the learning involved during activities. n The inspector reviewed and took account of parents' written feedback. n The inspector and childminder held a leadership meeting to review relevant documents.

p.4

Inspection activities

4 July 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

4 July 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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