Daniell, Julie-Anne

Inspection date

Previous inspection date 10/12/2012 25/11/2008

p.1

early years provision

This inspection: 2 Previous inspection: 3 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

p.1

This provision is good

 The childminder demonstrates a strong commitment to continuous improvement and towards her professional development.  The childminder effectively helps children to be curious, confident and become rapidly independent, enabling them to make good progress in all areas of learning.  The childminder establishes good relationships with parents who are successfully involved with their child's development.  The childminder effectively supports children's communication and language development. There are good opportunities for children to base their imaginary play on first-hand experiences with familiar resources.

p.1

It is not yet outstanding because

 There are few photographs in the environment to help children to remember their learning or to help them identify significant people in their lives.  There is limited opportunity for children to learn about words, shapes and numerals in their outdoor play.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities taking place throughout the downstairs of the house, and in the garden.

p.2

Inspection activities

 The inspector spoke with the childminder and co-childminder at appropriate times throughout the observations.

p.2

Inspection activities

 The inspector looked at the children's observation records, a selection of policies and children's records.  The inspector spoke with parents.

p.2

Information about the setting

The childminder registered in 2008. She lives with her husband and three children in Wootton Bassett, Wiltshire. She works with a co-childminder. The whole of the property is in use for childminding and there is a fully enclosed garden for outside play. The childminder registered on the Early Years Register, and the compulsory and voluntary part of the Childcare Register. She is currently minding seven children in the early years age range. The childminder offers care each working day between the hours of 7.45am and 6pm. The childminder takes children to and collects them from local schools. She attends the local children's groups and takes children to the park and library.

p.2

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

 help children to recall their learning and develop a sense of belonging, for example by having photographs of children's activities and by encouraging parents to contribute.

p.3

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

 create an outdoor environment which is rich in print where children can learn about words and numbers.

p.3

who attend

The childminder has high expectations of all children based on accurate assessment of children's prior skills, knowledge and understanding. Parents report being productively involved in these assessments. Educational programmes successfully help all children reach expected levels of development, and children make good progress. Children are interested and keen learners who display the characteristics of effective learning.

p.3

who attend

The childminder has a good knowledge and understanding of how to promote children's learning and development. Babies babble and experiment with sounds. The childminder effectively tunes in to their messages. She consistently works closely with parents so she can respond sensitively to the baby's needs. She shows a keen interest as children share experiences from home. Older children interact caringly with younger children as they build a train track on a child-sized table. The babies enjoy play with a large doll's house, picking up furniture and moving it from room to room. The childminder introduces a bag of textured objects to encourage interest, enthusiastically talking about the objects using a lively voice. Learning opportunities provided by the childminder stimulate children's interest well. She has a good selection of toys where children press parts or lift flaps to make sound and movement. Children are fascinated in an electronic toy, playing cheerful

p.3

who attend

melodies, fun animal sound effects and sounds of letters of the alphabet. Babies are effectively encouraged to crawl and stand to access these resources. Children play cooperatively to make marks on paper using different sponge shapes, toy car tracks, rollers. They excitedly talk about the colours as they mix and wait patiently for their turn with the equipment.

p.3

who attend

The childminder skilfully prompts children's thinking and discussion through involvement in their play, for example, encouraging them to compare their train lengths and demonstrating the meaning of 'longer' and 'shorter'. Children use number names spontaneously to count accurately the four carriages in one train and three in the other. Children show an interest in numerals in the environment inside but these opportunities are limited outside. Children learn well about other people through a well-resourced role- play area that positively reflects diversity. Children show strong interest in different occupations and ways of life. They eagerly dress up as fire and police officers. Children can choose to play with books and resources which thoughtfully represent diverse backgrounds and which avoid negative stereotypes. They are well prepared for their transition to the next steps of their education.

p.4

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

Parent's report how they love the strong family feel. The childminder effectively talks with children about experience from home. However, there are limited photos displayed to help children reference important people in their lives or activities they have participated in. The childminder talks effectively with older children about why we all need to rest, after they see babies going to bed. She talks sensitively with children about food preferences, as children talk about mealtimes at home. The childminder ensures they are developing a good understanding of why it is important to have a healthy diet. Children confidently share concerns with the childminder about a dislike of grapes, and she thoughtfully chats about other fruits to try. Children happily serve their own food, spreading crackers with different spreads. They learn to be independent and are encouraged to manage their own personal needs relative to their age. For example, babies learn to wipe their own hands as

p.4

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

Children enjoy energetic play, riding wheeled toys in the large front room. They eagerly dress up as farmers, fire officers, police officers and pirates. Children excitedly cry out for help, pretending drapes are sticky mud, and wriggle on the top to try to get free. Children gain a good understanding of risk through activities that encourage them to explore their environment. The childminder gives high priority to the safety of children and consistently good behaviour show that they feel safe. For example, children wait patiently for each other to get hats and coats on to go outside, and for the childminder to risk assess the garden. Parents report predictable routines successfully help children confidently manage feelings, and their behaviour. Children are happy and enjoy what they do, learn to behave well and play cooperatively.

p.4

provision

The childminder has a good understanding of her role and responsibility to safeguard children. The childminder and co-childminder work strongly as a team to make sure they meet all legal requirements. She makes effective use of risk assessment to identify potential hazards to children and has good safety procedures in place for outings. Her knowledge of child protection issues and procedures is secure, and children's welfare is closely monitored.

p.4

provision

The childminder demonstrates a good knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. She has fully researched the revised framework and demonstrates a good awareness of the new formation of the areas of learning. She effectively monitors activities to demonstrate that children make good progress in their learning and development. Parents have efficiently organised, daily written communication books, enabling them to share children's care routines and achievements each day. Each child has a learning journal, which clearly details how they are progressing towards the early learning goals and identifies their next steps for learning. The childminder develops secure relationships with parents enabling an effective two-way communication. Parents say that their children have settled well and really enjoy coming to the childminder's.

p.5

provision

The childminder is successfully evaluating her practice and has good ideas to enhance the experiences for children. For example, she has developed assessment arrangements for measuring children's progress. She regularly considers her training and plans to train to enhance her ability to support children with a special educational need or disability.

p.5

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

p.5

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.

p.5

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.

p.6

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.

p.6

Setting details

Unique reference number EY376319 Local authority Wiltshire Inspection number 895241 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 7 Number of children on roll 7

p.6

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.

p.6

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.7

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,

p.7

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’.

p.8

Type of provision

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

p.8