Childminder in Wiltshire

Inspection date

Previous inspection date 29/01/2013 Not Applicable

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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

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This provision is satisfactory

 Children develop close relationships with the childminder and other children, which helps to promote their well-being.  The childminder is well informed about children's individual routines and comforters which support her in settling young children into her care.  From an early age, the children develop effective hygiene routines, which help to promote their health and self-care needs.

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It is not yet good because

 Children's choice of play is, at times overly directed by the childminder, which restricts opportunities for them to develop their own ideas and make choices in their play.  The childminder does not give parents the opportunity to contribute to their child's ongoing learning and development to fully promote their learning.  The childminder does not consistently teach children about safety, which means they have reduced opportunities to learn about promoting their personal safety.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 looked at children's assessment records, planning documentation and a range of other documentation and policies including the safeguarding procedures.

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Inspection activities

 The inspector observed play activities with the children in the playroom and sleep time in the bedroom.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector also took account of the views of parents through written letters prepared for the inspection.

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Information about the setting

The childminder registered in 2012. She lives in Salisbury, Wiltshire. Minded children have access to all areas of the house, with care mainly provided in the lounge, play room and kitchen. Bathroom facilities and bedrooms are located on the first floor and are used for rest or play, and children also have access to a downstairs cloadkroom and garden. The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Registers. There are two children on roll; both are in the early years age range.

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

 develop children's personal, social and emotional development by enabling them to choose the resources they need for their chosen activities and not over directing their play.

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

 develop procedures to encourage parents to contribute further to their child's ongoing learning and development and to share achievements from home to fully promote children's learning

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

 develop children's awareness of safety, for example, by practising the emergency evacuation procedure with them.

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who attend

Children enjoy their time with the childminder. They are making steady progress in their learning and development in relation to their initial starting points. The childminder has a system for assessing children's development, which includes observations of their play and achievements. She provides a suitable range of play and learning opportunities. Children participate in activities in the home that are adult led and child initiated. However, at times the childminder does not promote or extend children's learning effectively because she over directs their play and does not fully support their choices. For example, she redirects them to other resources rather than extending their interests when they ask to play with items such as an empty box or a tractor. She explains to children who are playing with orange and green play dough that these colours are enough when they also ask for yellow dough. This means children do not always experience opportunities to pursue their

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who attend

interests and ideas to develop their play and learning. Children go on trips to parks, playgroups and libraries where they benefit from playing with additional resources and make contact with other groups of children. Consequently, children develop their social skills as they interact in large groups, make new friends and learn to take turns and share.

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who attend

Children have developed close bonds with the childminder and she is quick to respond to their needs in a calm and gentle way. For example, she makes eye contact with them at nappy changes, talking to them and counting their socks as she takes them off. Children giggle back to the childminder during the nappy change, demonstrating they feel safe and secure. She supports their physical development soundly. For example, as children master mobility, such as pulling themselves up on furniture and walking, the childminder plans activities that provide further challenges. This includes trips to play parks where they can develop climbing and balancing on large play equipment. Children show dexterity as they manipulate resources, such as cutters and rolling pins at the dough activity. The childminder questions children to extend their thinking. She asks, 'what colour is it?' and 'what shapes are you making?' to help promote children's communication and language

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who attend

Children enjoy role play. They spend considerable time selecting play foods and putting them into the shopping trolley. A young child uses clear vocabulary as they explain they are 'shopping like Mummy'. A toddler gets a saucepan and spoon and starts to stir. The childminder supports this play asking, 'Are you making scrambled eggs?' The child giggles and pretends to eat the imaginary eggs. Children visit the cosy book area to select books to look at and they handle them with care, turn the pages in order and study the pictures. This soundly promotes their early reading skills. Children show an interest in electronic equipment and operate them correctly. For example, a young child turns the dial on the music player to increase the volume. The childminder tells them that the music is too loud and the child ably turns the dial in the opposite direction to reduce the volume. They press buttons on the phones and hold them to their ears as they represent real life experiences

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who attend

through their play. As a result, children develop suitable skills to help them prepare for the next stage in their learning.

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

Children enjoy a warm and close relationship with the childminder. They are settled and comfortable in her care, and confident and friendly when visitors arrive. The children enjoy stories and singing activities which help them develop attachments to the childminder and each other, while promoting their confidence and well-being. These experiences also help to prepare them for future transitions to other settings or school. Their daily routines match those from home which adds to their security. For example, when children show signs of tiredness the childminder gives them their teddies and dummies and settles them down for a sleep. Children spend most of their time in the dedicated play room where there is a broad range of resources for them to play with. Many are organised on low-level shelves and tables with additional resources on open shelves so that children can view what is available. The childminder uses the resources soundly overall, to support children's development in all

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

areas of learning. However, the childminder does not always support or extend children's choices, which limits opportunities for them to become self-motivated in their learning.

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

Children respond to the childminder's gentle reminders to help them develop good manners and look after the resources they use. They cooperate at tidy away time, placing resources back in containers and onto shelves. They are learning to share resources and generally play well together. The childminder deals with minor incidents over sharing effectively. For example, she suggests alternative toys to use while distracting the young children's attention from the situation.

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

Children are cared for in a clean environment, where they learn about effective personal hygiene routines. For example, they know to wash their hands before eating and the use of wipes and individual towels help to minimise cross infection. The childminder supports young children in developing independence in their personal hygiene and self-care skills, especially when toilet training. Children's health is promoted well through regular outings in the local community. They have regular opportunities to be active and get physical exercise as they use large play equipment at parks. Children learn how to keep themselves safe through some familiar daily routines. For example, young children sit and bump down the stairs to prevent falls. Older children walk carefully, with the childminder beside them for support. However, the childminder does not fully extend children's awareness of safe practices in the home, for example, by talking about or practising the emergency

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

evacuation procedure with them. This means children are less aware of what to do in an emergency. Children learn the green cross code when out in the community and make comments such as 'wait, green man' demonstrating their understanding of road safety.

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provision

The childminder understands her responsibility with regards to the learning and development requirements to make sure that children progress in their learning. She demonstrates a suitable knowledge of how young children learn through play and helps them make satisfactory progress overall. However, sometimes she does not extend children's interests during activities and support their own ideas and choices to fully promote their learning. The childminder uses the guidance document, Development Matters in the Early Years Foundation Stage, to support her in completing observations and assessments. She is aware of her responsibilities concerning the progress check for children aged two years and has systems in place to complete these when required.

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provision

The childminder develops sound relationships with parents and carers. She gathers information from parents and finds out what children can do, their likes and current interests, before they start the setting. This means she is able to understand their starting points and is able to measure their progress through the learning experiences she provides. The childminder has developed learning journals for children; these include photographs of children at play, written observations and links to the areas of learning. Parents are able to view their children's learning journals at any time, although the childminder does not fully encourage them to share children's achievements from home to fully support a shared approach. Written feedback from parents demonstrates their positive views of the provision and they feel that their children are happy in the childminder's care. Daily discussions and use of phone calls and text messages supports

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provision

continued links with the parents and help to promote children's well-being.

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provision

The childminder has clear policies to promote children's welfare and safety, which she shares with parents. She has a sound understanding of safeguarding children, which includes recognising signs and symptoms and the procedures to follow if there are concerns. The childminder has completed training on child protection issues and has a system for recording any concerns. This all contributes towards promoting children's welfare. The childminder completes effective risk assessments to provide a safe environment for children, both in the home and on outings.

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provision

The childminder has completed a self-evaluation document, which helps her to soundly reflect on her provision and to identify and address areas for development. For example, when children started to gain mobility she put a gate at the top of the stairs to improve their safety. The childminder receives visits from her childcare officer and she responds to recommendations they make to develop her practice. For example, she rearranged the playroom to improve experiences for children and recognised that resources which reflect different cultures are limited. She is proactive in keeping up to date with changes to improve outcomes for 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 action. 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 EY449401 Local authority Wiltshire Inspection number 821960 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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