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

Children are happy and settled in the childminders care. They are eager to take part in the activities that are planned for them, and they have positive attitudes to learning. The childminder provides a warm and welcoming environment for children. She is a calm, kind and positive role model. Children learn how to behave well and develop their social skills as they interact with others. They make friends easily and have strong bonds with the childminder.

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The provision is good

The childminder provides children with a broad and challenging curriculum that meets their individual learning and development needs and supports children to make good progress in all areas of their development. Children enthusiastically participate in activities with the childminder. For example, they explore their creativity and practise their physical skills as they create artwork with paint using a range of different tools and as they thread coloured beads onto string. The childminder makes good use of local resources to extend children's learning. For example, children benefit from regular outings in the local community. The childminder organises library visits for storytelling and plans opportunities for them to develop their social skills, for instance, through play dates with other childminders. This helps children to develop new friendships.

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need to do better?

n The childminder plans and implements an effective, well-sequenced curriculum that is tailored to the needs of each child. She regularly observes children and uses her secure knowledge of how children learn alongside her observations to assess children's stages of development. She uses this information well to help ensure all children make good progress in all aspects of their development. n The childminder extends children's language and communication skills well. For example, together they play a game to match the heads and tails of a range of animals. Children are eager to select the cards they need to join together. The childminder introduces positional words such as 'top' and 'bottom', which children copy. She uses descriptive language, such as labelling the shape or colour of the animal and asks children questions to encourage them to think and problem solve. n The childminder places high emphasis on literacy. For example, she reads

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need to do better?

familiar stories to children with great enthusiasm and makes this an interactive experience. She invests time in reading and sharing stories with children, developing their early love of books. Children frequently access books, and they show a genuine love of stories. n The childminder supports children well to develop their understanding of mathematical concepts such as size, shape and colour as well as developing their counting skills. However, there is scope for the childminder to extend

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need to do better?

12 March 2025 children's mathematical awareness to challenge them further, such as with more focus on number recognition. n Parents speak highly of the childminder and are very happy with the care and education their children receive. The childminder shares regular information with parents both verbally and through daily diaries and messages. However, the childminder has not yet fully developed ways to share information with other early years settings to promote continuity in children's learning. n The childminder organises her environments to give children free choice and easy access to a wide range of resources and activities. Environments are stimulating to children. They access good-quality toys and resources and have considerable opportunities to play freely and creatively. n The childminder provides secure and familiar routines to support children's all- round well-being. This enables them to maintain a good awareness of

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need to do better?

expectations and what happens next, and it also promotes their independence well. For example, she encourages children to wash their hands effectively before they eat and to tidy up when they have finished playing with toys and resources. n The childminder teaches children to appreciate and respect the diversity of others. For example, children take part in art and gardening activities for mothers day, and she introduces them to festivals that other people celebrate, such as Diwali and Chinese New Year. n The childminder shows a drive and dedication to ongoing professional development. She regularly attends the local authority meetings and knows the procedures to follow if she has concerns about children's welfare. She uses information she has gained from training effectively to improve her practice and outcomes for children. For example, as a result of oral health awareness training, she teaches children how to brush their teeth effectively and talks to

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need to do better?

the children about the importance of looking after their teeth.

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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 review and enhance the curriculum to further develop children's mathematical knowledge and further support their number recognition skills n strengthen links with other early years settings children attend to develop a shared approach to children's learning experiences.

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Setting details

Unique reference number EY282657 Local authority Swindon Inspection number 10377338 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 6 Date of previous inspection 4 July 2019

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Information about this early years setting

The childminder registered in 2004. She lives in Highworth near Swindon in Wiltshire. She holds a relevant childcare qualification. The childminder works all year round, each weekday, from 8am to 5pm. The childminder is in receipt of early education government funding for children aged one, two and three years.

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Inspection activities

n The inspector viewed the premises and discussed with the childminder how they ensure that they are safe and suitable. n The inspector observed the interactions between the childminder and children during daily routines and activities and assessed the impact these were having on children's learning. n The inspector held discussions with the childminder at appropriate times during the inspection, including discussing the childminder's self-evaluation and continued professional development. n The inspector looked at relevant documentation, including checking the suitability of the childminder. n The inspector completed a learning walk to understand the provision and how the curriculum is organised. n The inspector took account of the views of the childminder and children spoken to on the day of the inspection and of parents through written documentation. n The inspector completed a joint observation with the childminder.

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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.

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Inspection activities

12 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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