Childminder in Swindon

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 Requires improvement

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The provision requires improvement

Children enter the childminder's home happy and ready to play. They freely explore the environment and choose their favourite toys. The childminder and her staff build strong relationships with the children. They offer cuddles and gentle reassurance, helping young children feel safe and secure. Staff praise effort and enjoy celebrating achievements, which supports confidence and self-esteem.

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The provision requires improvement

The childminder and her staff place a strong emphasis on mathematics, planning themed activities around counting and number recognition. While some children enjoy these, the curriculum is not planned to ensure it is age-appropriate or aligned with individual developmental needs. The childminder identifies gaps in children's learning; however, she does not adapt her approach to meet those needs. For instance, the childminder wants children to learn about colours and numbers before supporting them to manage their feelings and behaviour. As a result, some children do not receive the targeted help they need to make progress.

p.2

The provision requires improvement

Children discover nature and learn about the world around them. The childminder takes the children on walks to local green spaces. She encourages them to hunt for bugs and feed the ducks. The childminder teaches the children road safety and talks about how to stay safe when out and about. This helps children build confidence in visiting new places.

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need to do better?

n Staff support children's communication well. They speak clearly and use simple, everyday words to help children understand, which especially supports those who speak English as an additional language. Staff repeat words, introduce vocabulary and comment on what children are doing during play. They ask questions and give children time to respond. Children aged two and above show growing confidence in talking and enjoy sharing ideas. For example, some name colours and shapes during play and join in with group chats. Children enjoy their favourite stories and nursery rhymes. They join in with familiar phrases, which supports their language development. n The childminder and her staff do not consistently manage children's behaviour effectively. They lack clear and consistent rules, which leads to children becoming unsettled and learning being disrupted. Young children shout, run between activities, and struggle to follow routines. Staff offer gentle reminders,

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need to do better?

such as 'be careful' or 'gentle hands'; however, when behaviour continues boundaries are not reinforced, and expectations remain unclear. As a result, children are not supported in developing the emotional understanding and self- regulation necessary for successful learning. n The childminder and her staff form strong connections with the families in their

p.2

need to do better?

15 July 2025 care. They share regular updates about children's learning and progress through conversations and messages, which helps parents stay involved in their child's development. Parents say their children have grown in confidence and feel happy at the setting, and they value the warm and welcoming atmosphere. n Children enjoy physical play both indoors and outdoors. The childminder plans activities to help build the muscles needed for later writing. Indoors, children build with magnets, thread string through holes, and use cotton buds to dab paint, which supports hand control. In the garden, they rock on see-saws and push toy buggies. The childminder takes the children to the local park, where they climb play equipment and swing on swings, strengthening core muscles and challenging their bodies physically. n The childminder checks in with staff and supports their well-being. Staff enjoy their work, feel valued and build warm relationships with children and families.

p.2

need to do better?

The childminder has been receiving support from the local authority since the last inspection to help her raise standards. She attends training, including courses on behaviour management. However, strategies from training are not used consistently in practice. Staff respond in different ways when behaviour challenges arise, which causes confusion and interrupts learning. Improvements are not always fully embedded or sustained.

p.3

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 well-sequenced curriculum to ensure all children have a solid foundation in the prime areas of learning, so that they are ready to move on to the next stage of their development 21/09/2025

p.3

Due date

improve behaviour management strategies to help children learn about boundaries and expected behaviour in a consistent way. 21/09/2025

p.3

should:

n implement new knowledge gained from training to develop practice and ensure children receive a consistent approach.

p.4

Setting details

Unique reference number 2688657 Local authority Swindon Inspection number 10381374 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 9 Number of children on roll 11 Date of previous inspection 9 December 2024

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Information about this early years setting

The childminder registered in 2022 and lives in Swindon. She has a level 3 qualification in early years and childcare. The childminder works with another registered childminder and an assistant, who also have a level 3 early years qualification. They care for children Monday to Friday all year round, from 8.30am to 5pm. The childminder offers government funded places for childcare.

p.5

Inspection activities

n The inspector and the childminder discussed the provision and the curriculum. n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector completed a joint observation with the childminder. n The inspector held a meeting with the childminder to discuss how they self- evaluate the provision. n The inspector spoke to staff and children during the inspection n The inspector looked at relevant documentation, such as the paediatric first-aid and safeguarding certificates. n The inspector took account of written testimonials from parents.

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Inspection activities

15 July 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

15 July 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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