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 has clear expectations of what she intends children to learn, in preparation for their school readiness. Children develop their smaller physical skills well. They use various tools to cut and manipulate dough and proudly say, 'Look, I am cutting.' The childminder and staff introduce new vocabulary to children, helping to extend their language skills. For example, they use language such as 'imprint' when showing children the patterns that shells make when pressed into the dough. Younger children show confidence as they ask the childminder for help. Children learn how to persevere when they face challenges. The childminder and staff consistently use words of encouragement and praise, and phrases such as, 'Can you try?' This helps children to develop independence and positive attitudes towards their learning.

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The provision is good

The childminder and staff have high expectations for children's behaviour. They implement consistent routines and clear boundaries, helping children to learn what is expected of them. Children happily approach the childminder and staff for comfort and reassuring hugs. This supports children's emotional well-being and demonstrates that they feel safe and secure. Children begin to show empathy towards their peers. For example, children say 'well done' to each other as they complete puzzles independently. Children are kind and caring.

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need to do better?

n The childminder and staff know children well and ensure that they offer children a choice of activities that reflect their interests and next steps in learning. For example, children excitedly choose small bears and enjoy sorting them by colour. However, when younger children start to lose focus, the childminder and staff do not consider how to adapt activities to encourage them to continue with their play and learning. As a result, at times, younger children do not fully engage with learning opportunities. n The childminder gathers information from parents when children start and uses her professional knowledge to complete a baseline assessment. This helps to create robust starting points for children. Ongoing observations and assessments of learning are used to track children's progress and identify what they need to learn next. Children make good progress in their learning. n Children develop good early mathematical skills. Older children begin to

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need to do better?

confidently count beyond 10 as they carefully touch-count objects. The childminder and staff use mathematical language, such as 'big', 'half' and 'tiny'. This helps to widen children's mathematical knowledge in preparation for school. n The childminder and staff help children to begin to learn about healthy practices, such as washing their hands before eating. The childminder works with parents to ensure that children bring a healthy and nutritious packed lunch. Children

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need to do better?

3 March 2025 develop awareness of how to lead healthy lifestyles. n The childminder provides varied experiences so that children can explore and learn from their local community. For example, they enjoy trips to the local garden centre, soft-play centres and parks. In addition, children enjoy attending local groups, enhancing their social skills, confidence and understanding of diversity. However, although the childminder provides various trips, children have limited access to choose if they wish to play in the garden at the setting. This means that children who prefer to learn outside cannot freely access this space to enhance their learning. n The childminder and staff work well together. They understand the importance of regularly refreshing their knowledge, and they complete mandatory training, such as first aid and safeguarding. The childminder uses self-evaluation well to enhance the environment for children. For example, the recently developed book

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need to do better?

areas help children to access a wider range of stories. This builds on children's love of books. n Parents report that the childminder and staff provide daily updates about their child's day and their ongoing progress. The childminder shares advice with parents on meeting children's needs at home. This shared way of working has a positive impact on, for instance, children's behaviour and routines. This helps to provide a consistent approach to children's learning and development.

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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 strengthen the planning of activities to meet the needs of younger children, to help them join in and remain engaged n provide more opportunities for children to access the outside space to enhance learning for those children who prefer to learn outside.

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Setting details

Unique reference number 152601 Local authority Swindon Inspection number 10372546 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 13 Date of previous inspection 25 April 2019

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Information about this early years setting

The childminder registered in 2001. She lives in the Westlea district of Swindon. The childminder offers care from Monday to Thursday, from 7.30am to 5.30pm. She holds a relevant early years qualification at level 3. The childminder works with an assistant. The setting provides government-funded places for childcare.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and inspector discussed how the curriculum has been implemented and the impact that this has had on the children's learning. n The children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder, the staff and the children. 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

3 March 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

3 March 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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