Childminder in Wiltshire

Inspection report for early years provision

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Unique reference number EY417961 Inspection date 14/04/2011 Inspector Susan Harvey

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Type of setting Childminder 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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. 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. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The cm was registered in 2010. She lives with her husband in Chippenham, Wiltshire. All of the childminder's home is registered for minding and there is an enclosed garden available for outside play. The childminder has two cats. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children under the age of eight years; of these three may be in the early years age group. She is currently minding four in this age group. She also offers care for children over five years.The childminder goes to s toddler groups. She has a level 3 qualification in Childhood Studies and Nursery Nursing.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

This is the childminder's first inspection since registration; she is qualified to level 3 and experienced in the care of children. She uses her knowledge and skills suitably to help children make appropriate progress in their learning and development. She provides a reasonable selection of toys and resources in a clean and well organised environment, so that learning outcomes are promoted appropriately. Not all the next steps for children's learning and development are clearly identified. Evaluation systems require further attention in order to identify all areas for improvement; however, the childminder shows suitable capacity to maintain continuous progress. Children are well supported, happy and very confident in the care of the childminder

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further?

To further improve the early years provision the registered person should:

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further?

 extend self-evaluation in order to identify more accurately where systems need improvement, to better meet children's individual needs  make sure that observations are consistently evaluated and use this information to better identify children's next steps in their learning and development.

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the early years provision

The childminder has a clear understanding of the need to protect children from harm and has the necessary contact details in the event of a concern about a child, so knows how to react if necessary. The childminder monitors children's safety suitably on and off the premises through the establishment of a detailed risk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 record and assessment. Parents are made aware of policies and procedures, including the complaint procedure and safeguarding children policy, which supports children's well-being. Since her registration as a childminder, there has been little opportunity for the childminder to attend any training courses in order for her to improve further. Nevertheless, she has started to evaluate her practice, but a clear system is not in place to identify all strengths and areas for improvement, in order for this to be effective. A selection of suitable resources, such as books, help

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the early years provision

promote children's understanding of equality and diversity; these areas are covered sufficiently overall. All children have equal access to experiencing a variety of activities to extend their interests. The environment in which children play is comfortable; they are able to relax and enjoy their time with the childminder. Young children have easy access to a good variety of toys and resources.

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the early years provision

The childminder's contact with parents is not only through verbal information, but also a diary of what children have done during the day and through written agreements and personal contact details of the children. These systems, combined with detailed individual learning journals, mean that parents are regularly informed about their children's time with the childminder. Parents' responses to the childminder's questionnaire about her service were positive. Suggestions for some improvement made by parents were addressed immediately, showing her ambition to improve further. Children do not attend other early years providers at this time, however the childminder has a clear understanding of the need to share information about the children's learning experiences with others. Documents such as policies and procedures are maintained to an appropriate level and are shared with parents.

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and outcomes for children

Children are very settled and happy in the company of the childminder. They are beginning to develop their independence suitably. Young children are confident in exploring their surroundings and enjoy finding out what they can do. They feel sufficiently secure to be happy to leave the childminder's side and to investigate a safe environment. They are relaxed as they play by themselves and have quickly formed a positive relationship with the childminder. Children can easily choose what toys and resources they would like to play with. The childminder has made this easy, by creating a scrap book of toys stored in other places in the home. She has taken photographs of the children playing with the toys for the scrap book, so not only can they see themselves using the toys but they can make an informed decision about what they would like to use.

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and outcomes for children

The childminder has worked hard to develop a system for recording and observing children's learning which is supported with some photographic evidence. The childminder has experience in working with children and has a sound understanding of how to implement the Early Years Foundation Stage framework and guidance. She uses this knowledge to support her observations on the children, but the next steps to their learning and development have not been clearly identified to make progress quicker. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children enjoy the childminder's company. They are very secure and show a sense of belonging. An example of this is their enthusiasm for singing action songs such as 'Row, row, row your boat gently down the stream'. They enjoy their activities and concentrate for some time handling brightly coloured large beads, pouring them into the back of toy lorries and driving them away. They really enjoy listening

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and outcomes for children

to stories. One story has been read so many times that children can accurately retell it back to the childminder. This, and other such activities linked to literacy and numeracy, helps them gain particularly useful skills for their future lives.

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and outcomes for children

Children learn through play and through outings in the locality. They experience shopping to buy their own snack, handling money and linking in the purchase with a receipt, which is added to their learning journal as a reminder. Children respond spontaneously to the praise given by the childminder, with smiles. As a result, they are developing their confidence and self-assurance and starting to learn that they are special and clever.

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and outcomes for children

Through the strong safety measures taken by the childminder, children are learning to keep themselves safe. They know how to walk correctly up and down the outside steps; they wear fluorescent jackets so that the childminder can see where they are when out walking and in public places. They learn good road safety routines.

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and outcomes for children

The childminder is diligent in helping young children learn how to develop the good practice of preventing the spread of infection. This is done by good role modelling. An example of this is the regular cleaning of the childminder's hands with hygiene gel after wiping children's noses and making sure that young children's hands are washed before eating their snack. Children feel safe and respond positively to the word and gestures of the childminder. They are easily comforted and go to her for support. The childminder responds to this immediately; she is fully involved in the children's learning and care. Children are beginning to understand the boundaries for behaviour as they respond to the childminder's positive approach. They are beginning to learn future social skills such as taking turns and sharing. The childminder is helping the children to adopt a healthy lifestyle through the provision of healthy snacks and the chance for children to buy their own fruit for

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and outcomes for children

snack. They enjoy walking to the green grocer to by an apple to eat. Children love to be outside and ask to go for walks around the area. The local building site is an attraction for them to see how the new houses are progressing and copy this in their role play, building their own house from brightly coloured plastic bricks. As a result, the welfare and learning needs of the children are met. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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