Childminder in Wiltshire

Inspection date

Previous inspection date 15/01/2013 Not Applicable

p.1

early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 Children are happy and settled and have a positive rapport with the childminder and other children, so are ready to learn.  Children make satisfactory progress in their learning and benefit from the childminder's support.  The childminder fosters positive relationships with parents and shares information about children's development.  The childminder has a secure understanding of her responsibilities for safeguarding children's welfare, which she supports by implementing clear policies and procedures.

p.1

It is not yet good because

 The childminder does not support children's independence well because most toys and other resources are not kept in easy reach for children to self-select.  Planned activities do not provide good enough opportunities for children explore and be imaginative with a wide variety of materials.  The childminder regularly observes children's play but does not always use the information gained sufficiently well in order to plan clear individual targets to hasten progress.

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 children's activities in the childminder's home and accompanied her to collect children from school.  The inspector talked with the childminder, parents and children present.

p.2

Inspection activities

 The inspector read samples of the childminder's documents including policies, procedures and children's developmental records.

p.2

Inspection activities

 The inspector toured the premises and reviewed the resources and toys available for children's use.

p.2

Information about the setting

The childminder registered in 2012. The childminder is also registered on both the compulsory and voluntary parts of the Childcare Register. The childminder lives with her partner and their two children. They share a house in Pewsey, Wiltshire. The whole of the house is available for childminding. Main care takes place on the ground floor. There is an enclosed rear garden for outside play. The childminder lives within walking distance of local parks, shops, a playgroup, the local primary school and Children's Centre. The childminder has two children on roll in the early years age group who attend part-time. She also is caring for six older children.

p.2

must:

 make sure toys are easily accessible to children and arranged so as to motivate children to use them, in order to promote good progress and more independence  develop the educational programme for the expressive arts and design by: a) providing a wider range of resources, media and materials which inspire exploration and b) encourage children to find their own ways to represent and develop their own ideas.

p.3

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

 develop strong links between observations of children's learning and the planning of activities to support individual progress well.

p.3

who attend

The children make satisfactory progress with their learning and development overall. The childminder talks to parents before children start, so that she is aware of what children can do and what they like doing. For example, the childminder knows that a younger child likes to play with dolls and an older one is developing early writing skills. The childminder fosters children's language development appropriately, as she spends time listening carefully to them and speaking clearly in response. She talks to the children as she explains what they must do for a computer game, widening their vocabularies as she does so. The childminder supervises children as they develop control to operate the mouse.

p.3

who attend

The childminder helps children learn new skills. She talks to them about the 'rockets' they are going to make. Children look at the guide for making the rocket and follow other children's lead in creating these. They colour in the shapes for the rocket. They carefully cut them out and competently use the glue stick to fasten the rocket top. When children choose to vary the rocket design the childminder supports them. Overall, however, she does not give children good opportunities to find their own ways to represent things they imagine or see, to develop their own ideas. There is a tendency to over-direction. This means that children are not as fully engaged in the activity as they might be.

p.3

who attend

Throughout the day the childminder uses a gentle voice, and speaks clearly. This example helps to develop younger children's communication and language skills. The children build on speaking skills when they explain to childminder about that they are doing. The childminder encourages the development of physical skills too. Children help to mix when they make cakes, gaining hand control and concentrating as they pour gently so they do not spill any ingredients. The childminder broadens children's experiences through outings in the community. Younger children enjoy the calm atmosphere of the sensory room at the local children's centre. When they walk back from school, children demonstrate that they know how to keep safe on the pavement, recognising where they must wait altogether. Children play outside often. They choose to take the dolls 'for a walk' in the pushchair. They regularly use the childminder's garden and visit the local park on the walk

p.4

who attend

back from school. Here they run more freely, having energetic exercise and use the large physical play equipment.

p.4

who attend

The childminder assesses children's development adequately. She is generally able to identify children's capabilities and takes some steps to extend their learning. The childminder makes the children's on-going developmental records available to parents. She exchanges a suitable level of information with them about children's progress and development. Although children make sufficient progress, and the childminder regularly observes their play, the childminder does not always use the information she gains to plan clear individual targets to help them progress more quickly. This weakness stems from children not being fully motivated and engaged because resources are not always readily accessible and really invitingly.

p.4

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

The childminder warmly welcomes the children. As a result, they are keen to share news about their school day. In the childminder's home they settle quickly, playing confidently alongside the other children.

p.4

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

The childminder keeps her home clean and tidy, which promotes children's good health and safety. She provides an adequate range of activities overall to meet the needs of the children, although those for the programme for the expressive arts and design require further development. The childminder has many suitable resources but they are stored upstairs and children spend their time playing downstairs. Young children go upstairs with the childminder to select particular toys to take to the living room. The childminder does ask children what they want to play with and accompanies them and encourages the older children to fetch toys themselves. While this does mean they make some choices, the current arrangement does not support their independence very well. This curtails children gaining good skills as independent learners for the next stage in their lives.

p.4

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

Children behave well. They demonstrate that they feel safe in the childminder's care, and know to seek her for support. The childminder has made her home safe. Children develop an understanding of keeping themselves safe. For example, the childminder teaches them to wait together at the roadside curb and they learn how far they can safely go ahead of her when they walk home from school. The childminder supports children adequately in developing self-care skills. They know they should wash their hands after using the toilet and she reminds them that it is best to have clean hands when they eat.

p.4

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

Children receive a suitable snack after school and are encouraged to eat fruit each day. The childminder talks with parents about what children eat so that she can meet their dietary needs and preferences.

p.5

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

She further promotes children's health by providing a quiet time for children to sleep if they are tired. The daily outdoor play ensures that children get regular fresh air and exercise. Children behave well and learn social skills, such as sharing toys and taking turns. These all help prepare them well for their next stage of learning, in pre-school or school.

p.5

provision

The childminder is settling well into her new role as a childminder. She has a suitable understanding of the different areas of learning and can give a broad picture of the stages children have reached in their development. She undertakes observations and assessments to use as a reference and to share with parents. She has rightly recognised that she needs to deepen her knowledge of the different areas of learning to fully support children's development well. The childminder plans some of the activities around topics to offer children generally suitable play and learning experiences.

p.5

provision

The childminder has a sound understanding of the safeguarding and welfare requirements. She has a record of her policies and procedures and shares these with parents to make them aware of her role and responsibilities. The childminder keeps records appropriately, which supports children's welfare. The childminder has attended a safeguarding children course and is clear of child protection issues and is sure about the steps to follow if she has any concerns about children in her care.

p.5

provision

The childminder is aware of some of the strengths and weaknesses of her provision. She regularly reviews her practice and makes changes where necessary. The childminder has a positive attitude to improving her professional knowledge through further training. She has booked onto training to extend her knowledge of early years. This demonstrates her suitable capacity to maintain continuous improvements. She is building links with other early years workers to gather ideas for improving her practice. This has been helpful in deepening her understanding of her role as a childminder.

p.5

provision

The childminder builds positive relationships with parents. She regularly shares information about what children have been doing and they talk about what they are developing next. Parents say they know their child is safe and happy with the childminder. The childminder has some contact with the teacher from the local school and has shared some information about children's development to promote their learning. The childminder knows how to obtain further support, should any child require it.

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.6

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.6

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 EY447525 Local authority Wiltshire Inspection number 804626 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 8

p.7

Name of provider

Date of previous inspection Not applicable

p.7

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.7

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.8

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.9

Type of provision

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

p.9