Childminder 145134

Inspection date

Previous inspection date 21/02/2013 19/05/2009

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early years provision

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

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This provision is satisfactory

 Children are happy and settled in the care of the childminder.  Children play and learn in a welcoming family home.  The childminder risk assesses her home to provide a safe environment for children.  The childminder promotes positive relationships with parents overall, which enables her to meet children's individual care needs.

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It is not yet good because

 The childminder has not yet developed her assessment and planning system sufficiently to ensure all children make good progress in all areas of learning.  The childminder has not been proactive in establishing effective partnerships with other practitioners when children attend other early years settings.  Children do not always practise consistent routines that promote their health with regard to food and drink.  The constant background noise from the television does not provide a good environment for developing children's language.

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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 activities in the lounge and kitchen-dining room.  The inspector discussed an observed activity with the childminder.  The inspector sampled children's records and documentation including policies.  The inspector took account of the views of parents supplied by questionnaires.  The inspector agreed the actions and recommendations with the childminder.

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Information about the setting

The childminder was registered in 1998. She lives with her husband, mother and adult daughter, in Warminster, Wiltshire. She uses the ground floor area of the house for childminding, which includes a lounge, kitchen-dining room, playroom and toilet facilities. There is an enclosed back garden available for outdoor activities. The family has a dog, to which the children have supervised access.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently 6 children on roll, all of whom are in the early years age group.

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must:

 improve outcomes for children's learning by a) making better use of guidance materials such as Development Matters; b) increasing the information requested from parents about children's development on admission; c) planning more activities for learning outdoors.

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

 develop partnerships with other practitioners when children attend other early years settings in order to exchange information to support their overall development

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

 improve children's health and self-care by providing predictable routines that encourage them to drink regularly and eat healthily

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

 improve the learning environment to promote children's concentration and listening skills by keeping background noise to a minimum, for example, use television briefly only for particular purposes.

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who attend

Children are happy and settled in the care of the childminder. They learn through play in a welcoming family home. They are involved in a suitable range of activities that the childminder provides, according to their interests. For example, a child will always choose to play with toy cars, so they are readily accessible for them to select. However, learning outdoors is currently limited to occasional play in the garden, limiting opportunities to promote all areas of learning here. Children are confident to make their needs known, as they can be sure of a friendly response. Young children are developing skills for communication. They are learning new words as the childminder talks with them as they play. For example, she names the types of vehicles as they roll them down the ramp of the garage. She sometimes introduces numbers, and positional language such as 'bottom' and 'top'. However, the television is on constantly, which means there is background noise

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who attend

and moving images. This does not provide an environment where children can focus well on their activities and hear spoken words clearly. Children sometimes engage in activities that promote their skills for writing, such as colouring with crayons. There is a suitable range of books to encourage children's interest. Young children are beginning to use their imagination to act out real life situations, such as talking on a pretend phone, or making 'dinner'.

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who attend

The childminder is still developing her assessment system to monitor children's progress. The information she requests from parents when children start attending is generally about their welfare, rather than development. She has started to compile a 'Learning Journey' for some children, which includes annotated photographs and observations. However, the childminder does not clearly link these to areas of learning or stages of development. She has the Development Matters guidance for reference, but does not use it effectively to help her identify any gaps in children's learning. However, she does share some ideas with parents about how they can further their child's learning at home. The childminder is aware of her responsibility in completing progress checks for children aged two years, but is yet to familiarise herself with the details. She has the relevant reference materials available.

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

Children develop good relationships with the childminder and her family. The childminder discusses young children's routines with parents to enable her to follow these and help children feel secure. This contributes to a smooth transition from home to the childminding setting. Children start to learn open attitudes to people's differences as they interact with the childminder's family. They use some resources where they see positive images of people who look like themselves, which helps them develop a positive self- image. Children behave well. They help to pack away toys when they have finished with them. The childminder regularly praises their efforts and achievements, which helps boost their self- esteem and confidence. They understand the childminder's expectations through the familiar routines she provides. However, these are not always consistent in helping to promote their good health with regard to eating and drinking. Although young

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

children sit in a high chair to have their lunch and this works well, the childminder offers drinks and a snack while children are still playing and moving around. This does not encourage those who are reluctant to drink regularly or eat healthy foods, to do so.

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

Children move around confidently from room to room and handle equipment and toys appropriately. They learn about safe ways to move, for example walking rather than running, so that they do not injure themselves. They choose from a suitable range of toys and resources inside, which are well organised, enabling children to select according to their preferences.

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provision

The childminder implements policies that promote children's welfare and safety, which she shares with parents. She has a good understanding of safeguarding children, which includes recognising signs and symptoms and the procedures to follow if there are concerns about a child in her care. She keeps her knowledge up to date by attending training. This contributes to protecting children from harm. The childminder risk assesses her home in order to provide a safe environment for children to play. She completes the required records, which she stores confidentially.

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provision

Overall, the childminder organises her home appropriately to meet the care needs of the children. She is still developing her assessment system in order to monitor and promote children's progress in learning effectively. The childminder has some methods to help her evaluate her provision. These include welcoming input from early years advisors and evaluating resources and activities in line with children's interests and development. She also has regular contact with other childminders, which enables them to share good practice ideas. The childminder has addressed the recommendations from the last inspection, which has improved children's health, safety and aspects of their learning.

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provision

Overall, the childminder promotes positive relationships with parents. She supplies useful information about her provision by way of written policies and displays in the home. She encourages daily exchange of information, both verbally and written, in order to meet individual care needs. For example, she completes a daily diary that records children's days with her. However, the information requested from parents at the beginning of the arrangement does not enable the childminder to plan children's progress effectively from the outset. The childminder has not established dialogue with all other practitioners when children attend additional early years settings. Therefore, there is a lack of exchange of information to fully support children in their overall development and aid the transitions between settings.

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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 145134 Local authority Wiltshire Inspection number 843154 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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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