Childminder 505978

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children benefit from a calm, peaceful and caring environment. They enjoy the warm interactions and engage positively with the childminder. For example, children sit contently with the childminder on her cosy sofa. They share stories with the childminder and point to things that interest them in books they share. This helps them to feel safe and secure.

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The provision requires improvement

Although the childminder skilfully engages children, they do not always make the progress the childminder expects. Weaknesses in the organisation of the curriculum impact the childminder's ability to assess whether children are on track to meet their milestones. For example, during play, children try to excitedly match coloured cars to the corresponding coloured bowl. However, they do not have enough prior knowledge in their communication and language to learn the intended knowledge for the activity.

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The provision requires improvement

The childminder does not fully support children to manage their emotions or help them to understand the feelings of others. For example, older children sometimes become frustrated when younger children want to play and share resources with them. The childminder does not support them during this time to develop the skills of negotiation and compromise. This impacts on children's personal, social and emotional development. The childminder manages wraparound provision well, and school-age children have a positive impact on all children who attend the setting.

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need to do better?

n Children do not benefit from a well-planned curriculum. The childminder does not sequence well what children need to know first. This has an impact on what children can already do and what they need to learn next. For example, the childminder places objects on leaves for children to count. Without prior knowledge of basic number knowledge, children find it difficult to follow the childminder's instruction and are unable to count in sequence and assign a number to an object. n The childminder does not use assessment well to identify when some children need additional support. For example, she does not recognise those children who are not meeting their developmental milestones in communication and language. This means she is unable to provide the targeted support these children need to help close gaps in their learning. n The childminder does not evaluate her setting effectively. Although she completes all mandatory training, such as first aid and safeguarding, she does

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need to do better?

not always identify areas of training or support to improve aspects of her curriculum and to help her recognise and understand how to help children who are not meeting their milestones.

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need to do better?

12 November 2024 n The childminder does not provide children with the support they need to play cooperatively. For example, children enjoy lining up tractors and filling the trailers with blocks. When younger children indicate they would like a tractor too, the older ones immediately request for the childminder to help. The childminder kindly distracts younger children with alternative toys but does not help the children to learn to negotiate and consider the needs of others in their play. n Children benefit from the childminder's responsive, safe and caring practice. She notices when children need to rest their bodies and helps them to independently soothe themselves to sleep. Consequently, children learn to listen to their bodies and build healthy habits to support their learning and development. n The childminder helps children to develop their physical development through repetitive games. For example, children balance beanbags on their heads and

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need to do better?

walk back and forth through the hallway. They laugh and giggle as they go as they try hard to keep the beanbag in place. Experiences such as these help children to develop their physical skills. n The childminder provides experiences for children to learn and develop in their community. This supports them to gain real life experiences to understand their world. This includes farm visits, parks and playgroups. For example, children visit a music group to share musical experiences with a wider group of children. Children enjoy the group and make progress in expressive arts and design. n Parents feel the childminder is honest and supportive of their needs. The childminder shares pictures of activities and daily information with parents. She helpfully finds information about starting school and works with parents to meet children's dietary requirements and medical needs. This helps to support parents to feel well supported and provides reassurance of consistency of care for

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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

Due date

plan and deliver a curriculum that builds on what children already know and what they need to learn next, so the appropriate targeted support can be provided 06/01/2025

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Due date

12 November 2024 use assessment to identify gaps in children's learning so that the necessary targeted support can be put in place to ensure they catch up with their peers. 13/01/2025

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Setting details

Unique reference number 505978 Local authority Swindon Inspection number 10364133 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 17 Date of previous inspection 28 January 2019

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Information about this early years setting

The childminder registered in 1992. She lives in the village of Chiseldon, near Swindon, in Wiltshire. She cares for children between 7.30am and 6pm, weekdays throughout the year. She holds a childcare qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n Parents shared their views with the inspector through written feedback and in person. n The inspector observed the quality of the interactions between the childminder and the children and assessed the impact on children's learning. n The childminder and the inspector had a learning walk together and discussed the childminder's intentions for children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector carried out a joint observation with the childminder.

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Inspection activities

12 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

12 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

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