Childminder 108826

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

This warm childminder builds strong bonds with children and families. She greets each child with genuine warmth and calm reassurance. Children's settling-in is flexible and adapts to each child's individual needs. Children receive cuddles and encouragement throughout their time with the childminder. Her care helps children feel secure, confident and ready to explore.

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The provision is good

The childminder has clear priorities for children's learning. She wants them to gain knowledge and experiences of the world around them. The childminder nurtures children's curiosity through spontaneous experiences, such as a visit to the train station when children show interest. She plans outings and activities around these emerging interests to make learning meaningful. Nature walks with bug spotting and visits to the butterfly farm help children learn about animals and their life cycles. The childminder also meets with other childminders and their children during these outings. This provides children with opportunities to practise their developing social skills and build new friendships.

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The provision is good

Children's communication and language are well supported through rich, engaging experiences. The childminder uses stories to introduce concepts, such as reading a planting book before gardening which builds understanding and vocabulary. She sings familiar songs that children join in with enthusiastically. Through open-ended questions, she listens to their ideas and encourages expression. New words like 'magnet' and 'lavender' are clearly introduced with meaning, helping children communicate confidently and deepen their language skills.

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need to do better?

n The childminder has created a broad and well-sequenced curriculum that reflects children's interests and supports their next steps in learning. Using her expertise and deep understanding of child development, she engages with children at key moments to extend their thinking and challenge their understanding. Activities are meaningful and often sparked by spontaneous curiosity. As a result, they make strong progress across all areas of learning. n Overall, young children's independence and self-care skills are supported through everyday routines. The childminder encourages toilet training by guiding children to pull up their trousers, and wash their hands building their hygiene awareness. Children put on their shoes with minimal support when going outside, showing growing confidence in doing things for themselves. However, she does not consistently extend their independence. At mealtimes, the childminder opens children's lunch boxes and plates up their food. This means

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need to do better?

children miss chances to practise practical skills and make choices. n Parent partnerships are strong. The childminder works closely with families to

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need to do better?

29 July 2025 understand children's routines and preferences, ensuring continuity between home and the setting. She shares regular updates and celebrating children's progress with warmth and professionalism. Her consistent focus on outdoor learning, emotional wellbeing and independence aligns closely with family values, helping children thrive. These trusting relationships form a secure foundation for each child's learning. n Children enjoy being physically active, and the childminder encourages this through well-planned activities and everyday routines. She takes children on walks to the local park, where climbing and balancing on play equipment helps build their strength and coordination. Indoors, children scoop and press soil. They mark marks with crayons and paint brushes, strengthening the muscles need for later writing skill. Through action songs such as 'Hop Little Bunnies,' the childminder promotes expressive movement and energy regulation.

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need to do better?

n The childminder introduces early mathematical language and ideas through meaningful play. Children count aloud as they explore, linking numbers to real- world contexts. They hear and use terms like 'half' and 'more' while planting, building an understanding of volume and quantity through action. Clear instructions help them measure soil and compare sizes with magnifying glasses. The childminder encourages children's turn-taking and sequencing, which strengthens their number sense and logical thinking. Her calm guidance supports reasoning, prediction and problem-solving. This creates a strong foundation for early mathematical knowledge. n The childminder celebrates different cultures through engaging activities and meaningful conversations. She introduces children to celebrations such as Diwali and Chinese New Year, using stories and themed play to spark interest and build understanding. However, the childminder does not consistently use her

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need to do better?

knowledge of children's unique family backgrounds to support their understanding of differences in relevant and meaningful ways. As a result, opportunities to promote a deeper, more personalised approach to learning about diversity are missed.

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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 enhance children's independent skills, particularly at mealtimes n build on the knowledge of children's unique family backgrounds to further support their understanding of diversity in more relevant and meaningful ways.

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Setting details

Unique reference number 108826 Local authority Swindon Inspection number 10399756 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 5 Date of previous inspection 13 December 2019

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Information about this early years setting

The childminder registered in 1999. She lives in the centre of Swindon, Wiltshire. The setting is open from 8am to 5.30pm, Monday to Friday, throughout the year.

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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 looked at relevant documentation, such as the paediatric first-aid and safeguarding certificates. n The inspector took account of written testimonials from parents. n Children spoke and engaged with the inspector during the inspection.

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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

29 July 2025 29 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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