Childminder in Wiltshire

Inspection date

Previous inspection date 24/04/2013 05/05/2009

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early years provision

This inspection: 2 Previous inspection: 2 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

 The environment is warm and welcoming. As a result, children are happy and settled and get on well with the childminder and their peers.  Children's communication and language skills develop well because the childminder encourages stimulating conversations and extends children's thinking.  The childminder knows and understands children's interests and provides resources and activities, which children enjoy.  The childminder promotes children's positive self-esteem and confidence through her consistent use of praise and encouragement.

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It is not yet outstanding because

 Although the childminder discusses children's progress regularly with parents, there are fewer opportunities for parents to contribute to their children's 'Learning Journey' by sharing what the children are learning at home.

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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 observed the interaction of the childminder with the children as they played.  The inspector spoke with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector looked at a range of the settings policies, documentation, and children's learning journeys.

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Information about the setting

The childminder has been registered for nearly thirty years and lives in Wilton, near Salisbury, Wiltshire. The whole of the home is registered for childminding and there is a courtyard available for outside play.

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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 has 16 children on roll. Of these, seven are in the early years age range. The childminder has a budgie, two guinea pigs, a rabbit and a tarantula.

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

 encourage parents to contribute to their child's learning and development by; sharing what they know about their child's learning at home and by using this shared knowledge to plan ideas together to support children's future learning.

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who attend

Children are happy and settled with the childminder. They have warm relationships with her and each other. The childminders understanding of child development and how this links to the early learning goals enables her to plan exciting and interesting activities for children to participate in. The childminder is very experienced and children make good progress in their learning and development as they relate well to her caring and enthusiastic approach. She has very positive relationships with the children in her care, so that they are happy, confident and ready to learn. There is a good balance of child-led and adult-led activities and children are enthusiastic and readily join in the activities.

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who attend

Children have the freedom to select from the resources on offer and the childminder suggests activities they may enjoy. For example, she suggested that the children could use the different size and shaped beads to thread on pipe cleaners to make caterpillars similar to the caterpillar in the recent story she read to them. Children's communication and language skills are encouraged because children enjoy animated discussions with each other and the childminder during activities. The childminder sits and plays with the children, talking to them about what they are doing, encouraging them to repeat her words, extending their vocabulary. The children show an enjoyment of books and a confidence in selecting them to look at; this develops an interest in reading. They benefit from a very good range of both fiction and non-fiction books, regularly visiting the local library. Children are captivated and fully included in the story when the childminder reads

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who attend

to them. She asks the children about the characters in the story, what they think happens next, and if they think a house built out of straw is a good idea. The childminder encourages children to use their imaginations well. For example, when children do not like the ending to the story the childminder suggests that they make up their own ending. So, they all add pieces to the story to make a much better ending. The childminder extends the story and children's creative abilities to make pigs out of paper plates, and paint. As the childminder works alongside them to create pictures, they use various materials such using sticks, straw and paper to make the pigs houses. Cooking activities are very popular and the children have enjoyed making jam tarts as well as making bird feeders to feed the birds in the courtyard. These activities along with puzzles, shape sorters and counting through natural situations promote children's mathematical understanding and

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who attend

development. Children enjoy a varied range of sensory play activities such as pasta, popcorn, and moon sand.

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who attend

Children have many opportunities to develop their physical skills. Young children crawl around being inquisitive, picking toys up and examining them. Older children show good levels of concentration and control as they learn to sew. Outdoors they have great fun collecting sticks in the woods. Children regularly walk to the river to feed the ducks, and thoroughly enjoy running around the wide-open space at the Pavilion. Children are developing positive attitudes towards diversity and equality. They learn through a good range of resources including books that promote positive images about the lives of others and the wider world. Children make good progress in understanding the natural world. For example, they go to the local sheep fair to see the different sizes and colours of the sheep, and they are watching the caterpillars in a pot at the childminder's house to see them turn into butterflies. Children are beginning to develop an understanding of growth,

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who attend

as they plant, pick, wash and eat potatoes during 'potato week'.

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

Children develop good relationships with the childminder as they play in a welcoming, well-organised, child-friendly environment. The childminder supports children well, treats them with care and kindness and gives them her full attention. She has flexible settling in procedures so children are secure and settle quickly. She works closely with parents to help ensure a smooth move for children into her home.

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

The childminder has clear expectations with regard to behaviour and manners and she is a positive role model. Children behave well overall, as the childminder provides a positive learning environment using lots of praise and encouragement. She is calm and reassuring when children find it hard to share and manage their strong emotions, due to their stage of development. Older children politely say please and thank you as they ask for things, and happily share toys with the younger children. The childminder offers valuable discussions to teach children about keeping safe. They practise fire evacuation and they learn about road safety. Children develop a good understanding of healthy lifestyles. The childminder has a good awareness of healthy eating and how to store food supplied by parents safely. She provides fresh fruit for snacks. Children learn to recognise their own needs as they can help themselves to drinks when they are thirsty. Children's good health benefits from good

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

hygiene practices, for example, they wash their hands before they eat. The childminder's home is clean and well maintained. Children have regular opportunities for exercise and fresh air. They go out to play in the childminder's courtyard and regularly visit the local park and adventure playground to use larger equipment. Children are secure and confident in the childminder's care and they happily go off to play. They readily turn to her for support and comfort when required showing they feel safe and secure in her care. She recognises when they are hungry or need to sleep and she responds rapidly to their needs. The childminder supports children's emotional and physical well-being effectively. She has an inclusive approach so children are happy, settled and progress well to the best of their ability.

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provision

The childminder has a clear understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. Her safeguarding knowledge and her thorough implementation of health and safety procedures clearly help to protect children from harm. The childminder has a good understanding of how to safeguard children. For example, she is fully aware of the procedures to follow should she have concerns about a child in her care. Children are able to make choices in their play, as resources are stored in low-level in boxes, shelving units and on the floor. The childminder changes all resources on a regular basis to help inspire and challenge the children. As a result, children make good progress towards the early learning goals.

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provision

The childminder is confident in her knowledge of the learning and development requirements and has effective systems in place to monitor and observe children's progress. She records detailed observations and assessments and is using these in identifying children's next steps in their learning. There are regular opportunities for parents to discuss and view their children's learning records. She effectively uses the observations she makes to plan flexible and stimulating activities, in which all children thoroughly enjoy and readily participate. Photographs of recent activities that children have been involved in are also included in their folders as well as examples of their artwork. There are regular opportunities for parents to discuss and view their children's learning records. However, systems to enable parents to fully contribute to their child's ongoing learning and development are not as well-established.

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provision

The childminder has looked after children from the same families for a number of years and has formed strong bonds with the parents and all of their children. The childminder shares her policies and procedures with the parents and informs them of any recent changes she has made to them. Daily conversations with parents enable the childminder to adapt to the children's individual needs. Parents spoken to at the time of the inspection are extremely happy with the care their children receive. Parents also appreciate the range of fun activities and outings their children participate in with the childminder. The childminder has established effective links with the pre- schools children attend and has good relationships with the staff there. This promotes a collaborative approach to promote consistency in care and meet individual needs.

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provision

The childminder effectively reflects and self-evaluates on her practice to identify her strengths and areas for future development. The childminder is committed to ongoing development in order to improve the outcomes for children. She regularly updates her knowledge by accessing relevant training courses.

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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 145240 Local authority Wiltshire Inspection number 846649 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 17

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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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