Childminder in SwindonOfsted report card, 18 Sept 2026

Childminder

Unique reference number (URN): EY559641 Registered with Ofsted: 31/10/2018 Registers: EYR, CCR, VCR

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

All children, including those with special educational needs and/or disabilities, make good progress across all areas of learning, including their communication and language skills. They learn new vocabulary through stories and songs and can express their needs, both verbally and non-verbally. They have many opportunities to develop their physical skills, both in the setting and when out and about in the community. They learn to share and get along with each other, and are supported with what to do if they do have any altercations. They are well prepared for the next stage of their education.

p.2

Achievement Expected standard

Children are learning to be independent. They understand when it is mealtime and happily walk over to the table, ready to eat. However, they could be supported in their independence even further by incorporating more independent handwashing into their daily routine before they eat.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour, taking into consideration children's ages and stages in development. Children behave very well. The childminder's calm manner gives an unhurried feel to the setting and children are typically very relaxed. The childminder is quick to pick up on young children's verbal clues, and is able to step in before children become too upset or frustrated. For example, when children start to become frustrated when building, the childminder steps in to help. If children need extra calming, she finds their special comforters or sings them favourite songs, which quickly relaxes their mood.

p.2

Behaviour, attitudes and establishing routines Expected standard

Routines are embedded effectively although the childminder is flexible to meet the emerging needs of the children. For instance, she notices when children are becoming unsettled and suggests it may be snack time. Children are confident to transition to different activities during the day. The childminder gently tells children what is happening next, and young babies happily toddle to the table for lunch or to the nappy changing area. The childminder completes personal hygiene tasks, such as wiping their hands at appropriate times. However, young children do not currently have the opportunity to wash hands independently before eating, giving them skills for later life.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of regular attendance so that children benefit and make progress. Any absence is explored with parents. The childminder shares all aspects of the children's day with parents and works with them to support children to achieve major milestones, such as toilet training.

p.2

Children's welfare and wellbeing Expected standard

The childminder supports children to understand healthy lifestyles. She talks to them about their healthy food as they eat, and gives them time to be physically active. All children, including those who may face barriers to their learning, have many opportunities to be outside, developing their physical skills. They run, kick a ball, slide, climb and balance. They dig in the sand, enjoy filling containers and attempt to make sandcastles. The childminder notices and celebrates their efforts, and they smile with pride.

p.2

Children's welfare and wellbeing Expected standard

Young children are able to follow their own routines in the childminder's care, sleeping and eating when they require it. Children are safe in her care. For children over 12 months, she physically checks on them very regularly when they sleep and watches them on a video monitor. She demonstrates a knowledge of current safe sleep requirements, as younger children would not be left alone when sleeping. She speaks to parents of babies about weaning, carefully checking which food babies have already tried at home, so that babies are safe and have consistency in their routines.

p.3

Children's welfare and wellbeing Expected standard

The childminder is a good role model, supporting children's play in a calm way and is kind and polite. When children become upset or frustrated she talks through what is happening, to help them better understand their emotions.

p.3

Curriculum and teaching Expected standard

The childminder is skilful at assessing the children in her care, understanding what they need to do next to further learn and develop. She works closely with families, to ensure they know what children are learning in her care, so this can be extended at home. She uses this knowledge to plan an effective curriculum that meets the needs of all children in her care, including those with special educational needs and/or disabilities. She adapts her teaching to meet the different ages and stages of all children. For example, she helps very young children onto the trikes and pushes them along, encouraging them to make the 'zoom' sound with her. With slightly older children, she encourages them to push themselves along on the trike, celebrating with them as they achieve this skill.

p.3

Curriculum and teaching Expected standard

The childminder gives children many opportunities to hear new words and to build their vocabulary. She provides a running commentary as they play, so even the youngest children are always hearing new words. Children develop their physical and social emotional skills as they dig in the sandpit outside. They negotiate sharing the tools as they play alongside each other, digging, scooping and pouring. The childminder skilfully weaves in mathematical language as they play and explore the concepts of 'full' and empty'.

p.3

Inclusion Expected standard

The childminder understands how to identify gaps in children's learning quickly and accurately, and knows how to access additional support if needed. Through her trusted relationships with parents and knowing the children well, she can quickly identify if children require additional support. The childminder typically understands the different barriers to learning children may have. While she does not currently have any children with additional funding, she is aware of how she would effectively use the funding, to support children's learning in areas unique to that child.

p.3

Inclusion Expected standard

The childminder has high expectations for all children and supports them well to achieve their next steps. She works with families to help children overcome any barriers to their learning and wellbeing. This includes ensuring children, who have recently started, have access to their comfort toy from home when needed. However, the childminder could do even more to ensure her setting represents different cultures and communities in the wider world, helping all children feel even more included.

p.3

Leadership and governance Expected standard

The childminder ensures she keeps up to date with current practices by attending training and communicating with other childminders. She is aware of the recent changes to the statutory requirements, including the safer eating requirements and ensures she follows these. She understands how to use additional funding to support children from disadvantaged backgrounds, using it to support their development in a way that is unique to their needs.

p.4

Leadership and governance Expected standard

The childminder makes links with the local community, taking children to story time sessions, local farmers' markets and parks. She has good links with local schools, helping to support smooth transitions for children, who are moving on to school.

p.4

Leadership and governance Expected standard

The childminder evaluates her setting, alongside her co-childminder, assessing any changes needed to be made. For example, she recently realised that children and families would benefit from an easier way to see what their children are experiencing on a daily basis, and how they could further support this learning at home. She has introduced an online platform, where she shares observations from the day, and parents can make comments or share what children have been doing at home, and be even more involved in their children's learning.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

The children are very happy at this caring childminder's house. Alongside her co- childminder, she provides a real home-from-home fee, where children are confident and secure. She plays with and alongside the children, providing praise and reassurance, encouraging them to try out new skills. They are assured as they know the routine of the day. Young children are asked if they would like snack, or have their nappy changed, allowing them to have some control over their care.

p.5

What it's like to be a child at this setting

The children benefit from the warm relationships the childminder builds with them and their families. She has a flexible settling-in process, that ensures children and families only start their full hours when they are ready. She gets to know children well, and provides resources that excite them and spark their interests, so they engage with their learning. For example, young children who have recently learned to walk love the open space they have to push around the dolls in the prams, practising their new skills. Children look to the childminder for reassurance, going to her for cuddles and comfort if they fall over. The childminder works closely with parents, sharing the child's day, and how they can further support children's learning at home. Children are making good progress in the childminder's care.

p.5

What it's like to be a child at this setting

Children enjoy getting to know their local community, as they visit groups, farmers' markets and local parks with the childminder. These regular outings help children to become familiar with different environments. Children get along well. The childminder is a good role model, as she plays alongside them, demonstrating to the youngest children how to play alongside each other and to share. She is very calm, and the children's behaviour is very good.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Next steps

The childminder should strengthen hygiene practices, ensuring they are consistently embedded in daily routines and positively modelled to support children's health, wellbeing and developing independence. The childminder should teach children about the wider world, so her inclusive practices are relevant and meaningful to the children in her setting.

p.6

About this inspection

The inspector spoke with the childminder and co-childminder during the inspection.

p.6

About this inspection

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. This data is from 18 September 2026

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8