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 provides a friendly and homely environment for children in her care. Children are happy and settle in quickly. They benefit from an inclusive curriculum that offers a range of enjoyable learning experiences.

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The provision is good

The childminder encourages children to learn about the wider community and explore places of interest to broaden their learning experiences. For example, the children enjoy regular weekly outings, such as to the library and parks, as well as using public transport.

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The provision is good

The childminder knows how to model behaviour expectations, and the children respond well. For example, they help to tidy away toys and know to wash their hands in preparation for mealtimes. The childminder promotes clear communication, including the use of sign language and visual timetables, to ensure all children know what is happening now and next in the daily routine. This helps children to feel at ease and allows them to build secure attachments with the childminder.

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The provision is good

All children, including those with special educational needs and/or disabilities (SEND), make good progress from when they first start their placement. They actively engage in purposeful learning, showing good focus and concentration. Children are learning the skills they need in preparation for the next stage of their learning, including starting school.

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need to do better?

n The childminder plans her curriculum well to reflect the needs, interests and abilities of children who attend, including those with SEND. For example, she finds out about children's play ideas and uses their feedback to inform her weekly planning. The childminder monitors children's progress and identifies the next steps in their learning to challenge them further. n Children's communication and language development is given high priority. The childminder knows how to weave new vocabulary into children's play to extend their language skills. Furthermore, she models the correct pronunciation of words and encourages children to express their ideas through open-ended questions. Children who need additional support benefit from one-to-one sessions with the childminder, such as using flashcards and matching card games to enhance their language skills. n The childminder has reviewed her curriculum planning since the last inspection

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need to do better?

to extend children's creative and mathematical learning. Children are confident to count objects and recall number songs. During water play, they count as they release the water droplets from the pipette. Children show good problem-solving

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need to do better?

9 January 2025 skills. They carefully hold the funnel in one hand while using the other hand to carefully squeeze water from the pipettes to fill up the empty bottles. They persevere while showing good focus. The childminder uses positional language such as 'behind', 'under' and 'on top' to help build children's language skills and boost their memory. n Children benefit from a well-resourced learning environment. They have lots of choice of activities and resources. However, there is limited space for children to move around and explore freely due to the number of resources on offer at any one time. This results in some children having to manoeuvre around play items while other objects on the floor create potential trip hazards. n The childminder teaches children about the importance of looking after their bodies. For example, she explains why healthy food choices, such as eating fresh fruits and vegetables, make their bodies strong. Children learn about the

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need to do better?

importance of oral health. The childminder provides model teeth during play so children learn proper brushing techniques. n Parents are highly complimentary about the childminder's provision. They comment on the high standard of care and how their children feel safe, valued and encouraged to play and learn. Although the childminder recognises the importance of maintaining good communication with parents and external agencies, she has not fully established links with other settings that children attend to further aid children's transition and promote continuity in their learning. n The childminder is ambitious and makes good use of self-evaluation to identify her strengths and areas for development. She uses questionnaires to gather feedback from parents to further improve the service she provides. The childminder values her professional development. She has attended courses on safeguarding as well as phonics to help improve children's literacy skills.

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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

should:

n review the layout of the environment and resources to enhance the delivery of the curriculum while ensuring children have sufficient space to move and explore freely in their play n improve communication with other providers that children attend to promote continuity in learning and care.

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Setting details

Unique reference number EY544944 Local authority Swindon Inspection number 10368159 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 9 Date of previous inspection 11 March 2019

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Information about this early years setting

The childminder registered in 2017. She lives in Nythe, Swindon, Wiltshire. She holds a relevant early years qualification at level 3. The childminder operates Monday to Friday from 7am to 5.30pm, all year round, apart from family holidays.

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Inspection activities

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 early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n Parents shared their views of the setting with the inspector through written feedback. n The inspector looked at relevant documentation and reviewed evidence of the suitability of household members.

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Inspection activities

9 January 2025 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

9 January 2025 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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