Childminder in Wiltshire

Inspection date

Previous inspection date 25/10/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are making good developmental progress because the childminder tunes in effectively to each individual child and plans successfully for their future learning  Young children are well motivated and engaged in their self-chosen play because the lounge provides a fun, stimulating, well-resourced play space for them.  There is good emphasis, by the childminder, on promoting the prime areas for children under two. Lots of purposeful, playful interactions develop their emerging communication skills and well-planned physical play promotes their walking and climbing.  There is very good partnership working with parents. This includes home visits by the childminder to get to know children, their families and every child's developmental starting points.

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It is not yet outstanding because

 The childminder feels less confident in singing rhymes with actions in self-chosen play and using soft toys, real objects or visual aids as props to promote children's understanding.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed children's play and the childminder's interactions  The inspector discussed the children's progress with the childminder.  The inspector viewed questionnaires from parents.  The inspector sampled some safeguarding documentation and learning records.

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Information about the setting

The childminder registered in 2012. She lives with her husband and two children, one of whom is a toddler, in Winchester, Hampshire. The home is close to shops, parks, schools and public transport links. The whole of the ground floor is used for childminding with access to a bedroom on the first floor for sleeping children if required. A garden provides an outside play area. The childminder is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. The childminder is currently caring for three children in the early years age group on a part-time basis.

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To further improve the quality of the early years provision the provider should:

 Encourage babies to join in actions to simple rhymes and use pictures and objects alongside words to promote children's understanding and involvement.

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who attend

Babies and young children are well supported in their play, learning and development. This is because the childminder perceptively observes young children, understands their stage of development, and provides a nurturing and stimulating home for them. Babies are making strides in the three prime areas of development because the childminder understands and implements the characteristics of effective learning. She develops a very positive relationship with each child by joining in play sensitively and provides many age- appropriate toys in different places for children to explore and to be active. For example, babies crawl into the tent, pick up a favourite book and, on the way out, engage in playful interactions with the childminder, which leads onto a 'peek-a-boo' game. The childminder pays good attention to children's emerging communication skills. She talks to babies about their interactive play, imitates their vocalisations, and when they attempt a word, repeats

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who attend

back clearly. For example, a baby picks up a toy phone, puts it to their ear and vocalises 'erroo'. 'Hello mummy' says the childminder, which encourages the baby to look at the childminder and smile broadly. This effectively develops children's skills for their future learning.

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who attend

Babies are showing a keen interest in books and are beginning to have a favourite. The childminder sings rhymes with children when she attends community groups or when she puts a CD on. However, there is less emphasis by the childminder on using rhymes in every day play, alongside actions and props, to help children better understand language. The childminder has good systems in place to track children's developmental progress, which helps her plan their next steps. For example, she takes young children swimming to develop their muscles in their legs and provides attractive push-along toys and an animal bouncer to promote physical development. She provides space for free movement to encourage children to walk with large wheeled toys and to climb on and off toys. Children enjoy the sensory basket, exploring a range of sounds as they pick up, shake, listen to and put down a good variety of shapes and instruments.

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The contribution of the early years provision to the well-being of children

Young children demonstrate a strong bond with the childminder with whom they spontaneously cuddle and 'snuggle in' to. They are very happy, and are growing securely in their emotional well-being. This is because of the playful interactions and warm, kind care they receive from the childminder. For example, during the hygienic nappy changing routine they engage in a fun playtime together. Children are learning the boundaries of behaviour from a young age. This is through the childminder's positive encouragement, explanations, and consistency of practice. Children are learning to play safely because the childminder explains to them about dangers and reminds them to be careful and kind to one another as they play. They feel safe and secure because the childminder keeps to their care routines and offers a calm, welcoming, child-friendly environment. Children take part in safe practices such as the fire drill, with the childminder showing them fireman

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The contribution of the early years provision to the well-being of children

character pictures to support their understanding. Children assess risk for themselves as they learn to climb and move about. The childminder stays close by to ensure she can quickly intervene if the children get into difficulty.

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The contribution of the early years provision to the well-being of children

Young children enjoy daily, regular outside play, in the garden and frequent the park located opposite her house. They attend soft play areas and go swimming and on local walks in the natural environment to promote their movement and physical skills. Children sleep according to their individual needs. They benefit from a healthy diet, which is provided for them by their parents after consultation with the childminder about suitably nutritious foods. Children benefit from regular drinks throughout the morning, to ensure healthy growth and development. Children are well-prepared for their next stage in learning because the childminder successfully promotes their all-round development.

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provision

The childminder has a secure understanding of safeguarding procedures. She has completed all relevant training in first aid, child protection and in addition, food hygiene. She has a good knowledge of her responsibilities regarding meeting the safeguarding and welfare requirements such as keeping accident records and medication administered. She risk assesses her home to ensure hazards are kept to a minimum and to keep children safe. For example, she plans to change her toy low-level storage units because she has identified they pose a potential risk of future accidents. The childminder shows dedication and a strong commitment to the professional service she offers. This is underpinned by her previous knowledge and experience as child carer and her own good parenting standards of care and education.

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provision

Since becoming registered, the childminder has taken guidance from other more experienced childminders. She has quickly grasped the reformed Early Years Foundation Stage requirements, which has had a positive impact on the quality of provision. The childminder is keen to further her academic qualifications in childcare and is currently undertaking a National Vocational Qualification level 3. As a self-reflective, self-aware childminder, she seeks constructive feedback from parents through an extensive questionnaire. She builds a very good relationship with parents because of the time she spends with them, her clear lines of communication, her flexible approach, and her friendly, open attitude. Parents write knowingly and positively of the service, she offers them. For example, comments include 'excellent service, well-informed, well-organised, a happy place, perfect'. The childminder undertakes home visits, exchanges information

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provision

regularly with parents and loans toys, to ensure children's individual care and learning needs are effectively met. The childminder has a good knowledge of partnership working with others who also care for the children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number EY441221 Local authority Hampshire Inspection number 804446 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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