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 affectionate and attentive childminder keeps children safe and helps them to feel secure and settle quickly. She values the uniqueness of each child as she nurtures and builds their confidence. Children have high self-esteem and enjoy doing things for themselves. For example, they sweep up and put on their boots, 'I did it all by myself,' they say proudly. The childminder successfully uses a range of positive methods to help support children's good behaviour. Children learn the words to express their feelings and the childminder takes time to gently explain and help children to manage their strong emotions. For example, children enjoy posting pom-poms and sticks into jars, to help them feel calm when they are feeling angry or frustrated.

p.2

The provision is good

The childminder knows each child very well. She focuses on supporting their social and emotional skills as well as their communication and language. For example, they share and work together as they pretend to gather farm animals in from the rain. The childminder links their play to a story and introduces unfamiliar words. They visit a farm where they experience the sight and smells of real animals. Children enthusiastically explore the wide range of stimulating activities. They make good progress in all areas of their development.

p.2

need to do better?

n The childminder has a clear understanding of how children learn and the skills and knowledge that they need to gain. She knows where each child is developmentally and what they need to learn next. She plans her curriculum carefully so that children build on what they already know. She gives them time to practise and consolidate skills before moving on. For example, as children learn to use scissors, they practise cutting parsley and play dough before needing more precise control to cut lines in paper. n Overall, the childminder supports children's language development well. She talks to children as they play, reads stories every day and extends their vocabulary. She uses props and picture cards to help children's understanding, including those who speak English as an additional language. However, she sometimes speaks quickly, so it is harder for children to hear how to say words. She does not always give children enough time to think and respond to her

p.2

need to do better?

questions. n Children have many and varied opportunities to develop their mathematical understanding. The childminder skilfully weaves this throughout their play. For example, children become absorbed making stick fences for their farm. They compare lengths, and count and line up sticks before estimating how much tape they need to stick them together. Children do not simply learn to count. They match, divide, estimate and recognise how many objects in a group. They gain a

p.2

need to do better?

15 April 2024 solid understanding of shapes and numbers, which forms a good basis for their future learning. n The childminder provides a range of stimulating experiences, and frequent interesting outings that enrich children's lives and help them learn about the world around them. For example, weekly trips to the woods allow children to become immersed in nature, where they experience different sights, sounds and smells. They become strong and agile as they run, climb, and balance. The childminder makes effective use of her local community, for example visiting the library and harvest festival at the nearby school. n The childminder works closely with parents. She gathers a wealth of information from them when children start so that she has a complete picture of children's needs and development. Parents appreciate her guidance to help them support their children's learning at home. The childminder is less proactive in sharing

p.2

need to do better?

information with other settings that children attend. Therefore, she cannot be sure that what she provides complements children's learning at the other settings. n The childminder prioritises her own professional development. She routinely completes training, reads professional guidance and research, and shares ideas with other early years professionals. This keeps her updated on changes within the early years sector and helps keep her practice fresh and stimulating for the children. For example, she has learned how to recognise and support different patterns, or schemas, in children's play. This supports children's brain development and encourages them to have inquiring minds.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n speak more slowly to children so they can hear clearly how to pronounce words, and give them sufficient time to think and respond to questions n work in partnership with other settings that children attend, sharing information to ensure that children's learning experiences complement those they receive elsewhere.

p.3

Setting details

Unique reference number EY500703 Local authority Swindon Inspection number 10335337 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 6 Number of children on roll 4 Date of previous inspection 12 June 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Swindon, Wiltshire. She operates all year round from 7.30am to 4pm, Monday to Friday, except for family holidays. The childminder may be able to accommodate parents' individual needs outside these hours. She was a qualified teacher in her home country of Poland. The childminder receives funding to provide free early education for two-year-old children.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on emotional and social development, and communication and language. n The inspector spoke to children, to find out about their time with the childminder. n The inspector observed the interactions between the childminder and children, and assessed the impact that this was having on children's learning.

p.5

Inspection activities

n The inspector spoke to one parent during the inspection and took account of their views, as well as written testimonials from other parents. n The childminder provided the inspector with a sample of key documentation on request.

p.5

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.

p.5

Inspection activities

15 April 2024 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6