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

The childminder builds trusting, positive relationships with the children and parents. Children arrive happy and ready to play, accessing and exploring the resources. They show they feel safe and secure.

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The provision is good

The childminder plans the curriculum around children's interests and what they need to learn next, using her observations to monitor their progress. There is a strong focus on developing children's communication and language skills. Children enjoy listening to stories and singing their favourite nursery rhymes. The childminder sits with the children, commenting on their play while modelling words to help children hear and say words correctly to support their speech development. The childminder is creative. She makes resources to help children learn new skills. For example, puzzles and pegboards to support their hand-eye coordination. Younger children explore different textures and shapes through sensory play. The childminder provides different sized tools for the children to use. This helps to develop their small hand muscles ready for future writing.

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The provision is good

Children learn to be curious about the world around them. The childminder takes the children outdoors daily. For example, they go on walks to the park to learn about nature. The childminder also takes the children on outings, using buses and trains to learn about the wider community. Children have a positive attitude to learning.

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need to do better?

n The childminder plans activities for the children's next steps in learning. For example, children learn mathematical skills such as matching colours and numbers through play. The childminder then uses this to check the children's progress using assessments. She shares their progress with parents to support further learning at home. n The childminder develops children's independence skills. For example, they know to wash their hands before snack and sit at the table to eat. The children can access resources for themselves. However, the floor space becomes cluttered as the childminder does not teach children how to tidy up or how to look after resources. This prevents children from moving around freely. Children slip on toys and risk hurting themselves. n Children learn the importance of reading books. The childminder provides a variety of stories. Children choose their favourite book to share with the

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need to do better?

childminder. As she reads the children turn the pages, learning books are read from left to right. n Children behave well. The childminder encourages children to have a go, building up their resilience. She is ready to help them succeed. The childminder

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need to do better?

8 November 2024 offers cuddles and sings to younger children, providing comfort and reassurance. The childminder teaches the children about feelings. She helps them learn positive ways to express their emotions. For example, she helps children to name feelings and offers alternative ways to manage their emotions. For example, using beanbags to throw when they feel frustrated. n The childminder supports children to develop an understanding of healthy lifestyles. For example, children have a choice of fruit for snack. The childminder prepares healthy meals daily, encouraging the children to try new foods. After lunch, children clean their teeth before sleep time. This supports children to learn good oral hygiene routines. n Children are physically active. The childminder ensures the children have daily outings. For example, the children regularly attend gymnastics and stay-and-play groups. This helps to strengthen the children's core strength muscles and build

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need to do better?

their coordination skills. The children also spend time with other children. This helps to build their confidence and social skills. n Children make active choices in their learning. For example, they request songs to sing. Learning language through music and singing helps the children to learn words and remember more. The childminder extends their interests and learning by linking their singing to another activity. For example, the children play with the pretend insects after singing 'Incy Wincy Spider'. n Parents value the advice and support the childminder offers. She keeps parents well informed about their child's day. Parents share how well their children are progressing, particularly with their speech. n The childminder attends training to keep her knowledge up to date. This has helped her to further support children's communication and language skills. For example, she comments on the children's play, adding vocabulary, naming the

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need to do better?

different animals and making the sounds the animals make.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n help children understand and contribute to daily routines, such as tidying up, to help them to be aware of minor risks in the environment.

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Setting details

Unique reference number EY396232 Local authority Swindon Inspection number 10367818 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 10 Date of previous inspection 26 February 2019

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Information about this early years setting

The childminder registered in 2009. She lives in Swindon, Wiltshire. The childminder operates all year round from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers government funded childcare places for children aged nine months to four years. She holds an appropriate early years qualification at level 3.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

8 November 2024 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

8 November 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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

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