Childminder in Swindon

Inspection date

Previous inspection date 16/11/2012 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 have lots of fun and laughter as they play and learn, rapidly growing in confidence through very close bonds developed with the childminder.  The childminder interacts and models language skilfully to encourage children's speech and language, and consistently nurtures their interest in books and singing.  All children make good progress through stimulating activities and experiences that encourage them to explore, investigate and become active, motivated learners.  The childminder establishes excellent relationships with parents and actively encourages their involvement in their children's care and education.

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It is not yet outstanding because

 Current planning methods are not rigorously supporting children's learning and development across the seven areas because their next steps are not securely linked to the Development Matters guidance to help shape their learning experiences.Information shared with children's teachers or their key person about their progress and learning is not robust to enhance consistency and progression further.  Information shared with children's teachers or their key person about their progress and learning is not robust to enhance consistency and progression further.

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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 participation during daily routines.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations and accompanied her on a visit to the library for story time and singing.  The inspector and childminder undertook a joint observation of a planned activity.

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Inspection activities

 The inspector examined documentation including a sample of children's learning journals, observation and assessment records, children's questionnaires and a selection of policies.

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Information about the setting

The childminder registered in September 2011. She lives with her partner and their two children aged two years and eight years in Swindon, Wiltshire. The whole of the house is registered for childminding. The main care takes place in the open-plan sitting room and dining room, with a kitchen and downstairs toilet facilities. Upstairs bedrooms are available for sleeping. Children have access to a rear garden with decking and patio areas for outdoor play. The family has Guinea pigs, tropical fish and a cat as pets. The childminder is registered on the Early Years Register and both parts of the Childcare Register. She offers full- and part-time care all year round for children in the early years age group and currently there is one child on roll. The childminder provides before-and-after school care and holiday care for children attending Even Swindon Primary School. The childminder takes children to the local library for singing and story time and Lydiatt Park on a weekly

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Information about the setting

basis. The childminder has completed the childminding registration course and first aid training.

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

 improve current planning methods by using the information gained from tracking and assessing children's progress more robustly against the Development Matters guidance to inform future planning and strengthen and deepen children's development across all areas of learning

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

 strengthen current links with the local school and other settings children attend to promote a more consistent two-way exchange of information about children's progress, achievements and next steps.

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who attend

Children are motivated, active learners who make good progress from their starting points in all aspects of their learning and development. The childminder uses home visits and the 'Getting to know your child' booklet to work closely with parents in identifying children's starting points. She uses this information successfully to provide rich learning experiences for children through play and playful teaching. As a result, she is sensitive and responsive to children's needs. The childminder uses regular observations and detailed planned observations to show children's learning. She uses this information purposefully to evaluate the success of the activity, highlight achievements and identify a next step to extend children's learning. This helps the childminder think of challenging activities that help children build on those skills. She occasionally records these in her diary and sometimes includes reference to an area of learning. However, children's next steps do

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who attend

not securely link to the Development Matters guidance and all areas of learning to help shape activity planning and provide a balanced curriculum. The childminder uses excellent questioning and talks to children during play to help facilitate their learning. She instinctively models language, such as 'fish food' as the children help to feed the fish and when sharing books. Children are eager to learn and readily imitate key words spoken and show interest as the childminder models counting, and describes the different colours of the fish. The childminder is a good role for children's developing speech, responding well to children's sounds, babbling and non-verbal clues. She interprets what they are trying to say when looking at books and speaks it back to enable them to hear the language. The childminder nurtures children's language and interest in books through daily routines and weekly visits to singing and story time at the

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who attend

library. This increases children's skill in using books, helps them to learn about sound and rhythm and to hear words spoken in different contexts.

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who attend

The children instinctively smile and laugh with pleasure throughout the day, confident to show their feelings and express their enjoyment. They have great fun at the library as they dance, join in actions and use their own words for favourite songs and rhymes. The childminder is very supportive of children's own efforts and independence as they happily clap their hands at appropriate times and rock back and forth when holding the childminder's hands. The childminder is flexible and responds to children's interest in the charity bear pictures. She gives them a choice of writing implements and names the different colours they use. The childminder introduces shape names as she describes what marks the children make with the paint pens. The children are creative and use their imagination cleverly to extend their play with the pens further. They place the pen lids on their fingers to pretend they are people and laugh heartily as they use funny voices to

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who attend

The childminder encourages children's imaginary play well. She uses her knowledge of the children to encourage them to use their own experiences. They take on different roles in the role-play caf, setting out placemats on the table and using real pasta and play food to bring their imaginary play to life. Introducing notebooks to take orders and menus cleverly extends older children's writing skills and their understanding that print carries meaning. The childminder offers children regular opportunities to investigate their surroundings and examine a wide range of materials through sensory exploration. They experience different surfaces, such as scrunching through leaves, walking on uneven surfaces in the woods and exploring soft play. This readily encourages children to develop strength and co- ordination in their movements and to show increasing control in their physical skills. The childminder provides wonderful opportunities for children to experiment using different

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who attend

materials to make marks. They collect leaves, twigs and natural objects on nature walks and use these in paint, sand and assorted media to make shapes and various marks. The childminder uses knowledge of children's interests to skilfully introduce new experiences that challenge and extend children skills and participation. The childminder makes pastry with the children and encourages them to use different shape cutters for their tarts. Introducing children's favourite toppings to use on their tarts invigorates children's interest and engagement in the activity.

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

The childminder skilfully fosters children's emotional wellbeing. Home visits before children start and tailored settling-in programmes help children feel safe, develop confidence and form strong attachments with the childminder. Children are happy, behave well, and with good role-modelling and consistent messages, play nicely with their friends. This enables them to hear and begin to understand good habits as they share the pens, take turns to feed the fish and use good manners. Children feel safe and know what to expect because consistent boundaries and routines are well established. The childminder displays the golden rules and uses frequent positive praise and encouragement to recognise and value children's achievements. As a result, children concentrate for long periods when drawing and confidently engage in new experiences. Children develop close bonds with their friends. They regularly offer cuddles and kisses and laugh raucously as they play hide-and-

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

seek under the table. Children feel confident to express their feelings and respond well to the childminder's cuddles and reassurance when they fall over.

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

The childminder demonstrates a strong commitment to improving children's health, safety and physical wellbeing through the good quality care she provides. She uses children's enjoyment of water play to make hand-washing fun. They laugh as they splash, rub and cover their hands with the bubbles. Children identify their own flannels for washing and with good support, use paper towel to dry their hands. This successfully minimises cross infection and the spreading of germs. Children make healthy choices at meal times and easy access to their drink is generally consistent. The childminder creates a fun atmosphere at meal times to encourage children's enjoyment of food. She models language as she talks about the food children are eating and introduces real food in the role-play cafe. The childminder works closely with parents to promote children's health and wellbeing successfully. She has detailed knowledge of children's individual dietary

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

requirements and allergies and serves their food attractively. Children enjoy daily opportunities for outdoor play and exercise to promote their enjoyment and physical development. They have fun increasing their co-ordination skills when playing with the small balls and increase control and agility as they dance to music.

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

Children feel safe in the setting as they confidently explore their surroundings. They are beginning to test their skills by taking some risks. For example, they climb onto the wicker chair to look out of the window with the childminder close by for support. Some explanations help the children to learn about the consequences of their actions during play. The childminder tailors safety measures according to children's individual needs rigorously. She completes specific risk assessments with parents using set criteria to ensure all aspects of children's safety are covered. As a result, the childminder has detailed knowledge and understanding and puts appropriate safety measures in place for each child.

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provision

The childminder provides a safe and inviting home for children. Children use the spacious play areas confidently and engage well with the stimulating resources and activities. The childminder has good knowledge of child protection issues and gives high priority to children's safety. The childminder is vigilant and uses risk assessments of the premises, individual children and most outings alongside daily safety checks successfully. As a result, the childminder tailors her practices to safeguard and protect children's safety and wellbeing. For example, the childminder secures the youngest children in the car first while the other children remain securely behind the gate in the front garden. This keeps all the children safe. Routinely practising the escape plan is increasing children's awareness of safe action to take in an emergency.

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provision

The childminder fosters strong relationships with parents and their children from the start through home visits. Parents complete a comprehensive 'Getting to know your child' booklet and liaise daily with the childminder. She uses this information cleverly to help plan for children's learning and has excellent knowledge of individual children's health care needs. Parents receive a wealth of information about the setting, their children's progress and service the childminder provides. This includes details of policies and procedures, information about activities and a parents' guide to the Early Years Foundation Stage. Termly progress meetings encourage parents to contribute to summary reports and discussions about their children's learning. They stay up-to-date with their children's on- going development through the daily diary, learning journal, sharing of photographs and examples of their work. This successfully nurtures parent's engagement in the setting and

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provision

their children's care and education. The childminder works closely with other childminders and establishes appropriate relationships with other providers and children's teachers at the school. She asks for details about their topics, although she is not yet proactive in sharing information about children's progress.

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provision

The childminder is highly motivated with strong drive and commitment to improve the service she provides for children and parents. She frequently attends training to broaden her skills and successfully identifies training needs and gaps in her knowledge. Caring for younger children ignites the childminder's enthusiasm to seek specific training and guidance on how to encourage children's early language acquisition. Although the childminder is yet to complete any written self-assessment, she actively seeks advice from experienced childminders and regularly reflects on her practice. She clearly identifies her strengths and is realistic about areas that require improvement, resulting in positive changes to children's experiences within the setting. For example, introducing informative planned observation sheets and termly progress meetings, enhance children's learning. Introducing children's questionnaires gives children a voice within the setting and further

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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 EY434865 Local authority Swindon Inspection number 886697 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 6

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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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