Childminder in Swindon

Inspection date

Previous inspection date 24/06/2013 21/04/2009

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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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder is exceptionally skilled at helping children feel happy, settled and secure.  Children enjoy a rich variety of interesting activities and experiences that make them eager to join in and confident to develop their own ideas.  Children become confident and fluent speakers because the childminder supports their language development so well and they experience so many interesting things to talk about.  The childminder keeps parents very well informed about their child's care and progress. She shares information in innovative ways such as writing a weekly blog.  Children have excellent opportunities to learn about the natural world through caring for plants and animals and visiting farms. This also supports their good health as they enjoy being physically active and learn about the importance of healthy eating.

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It is not yet outstanding because

 The childminder misses opportunities to encourage older/more able children to develop their literacy skills in readiness for learning to read.

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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 childminder caring for and playing with minded children in her house and garden.  The inspector spoke with the children and childminder at appropriate times.

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Inspection activities

 The inspector looked at documentation, including samples of policies, children's care and development records and self evaluation documents.

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Inspection activities

 The inspector spoke with a parent during the inspection and took the written views of parents into account.

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Information about the setting

The childminder registered in 2008. She lives with her husband and pre-school son in the Rodbourne area of Swindon in Wiltshire. The family have three cats, chickens and fish. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She is currently caring for nine children, including three children within the early years age range. All attend on a part time basis.

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Information about the setting

The whole of the ground floor is used for childminding with the bathroom facilities upstairs. There is a fully enclosed garden for outside play. The childminder walks to local schools to take and collect children. She lives within easy walking distance to community facilities including shops, a library, parks and a toddler group. The childminder holds a childcare qualification at level 2.

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

 enhance skills to support children's literacy development by giving children more opportunities to link letters to the sounds they make.

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who attend

The childminder understands how children learn through play. She supports them skilfully, using her good knowledge and many years experience of caring for children so all progress well. Children can choose from a wealth of interesting toys and other resources and the childminder encourages them to develop their own games and ideas. She plans enjoyable activities that she adapts especially well for the age-range of children she cares for. For example, older children gain an understanding of other cultures as they hear stories linked to important festivals, such as the Jewish Purim. The younger children enjoy making shakers, to join in with the story.

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who attend

The childminder helps children communicate and develop confidence in speaking and listening. She talks to children slowly and clearly, stressing important words such as 'in' or 'under' and giving them time to think and respond. She gives children her full attention so they feel valued and know she will listen. Babies giggle and smile at the childminder as they take turns to hide objects in a saucepan. The childminder talks to children about things that interest them. A child is interested in a picture of a panda bear in their storybook. The childminder uses her electronic tablet to show her recent news images a 'huge' mother panda with her newborn 'tiny' baby. The child is enthralled and they talk excitedly about what they see.

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who attend

The childminder makes excellent use of information and communication technology to increase children's skills and extend their knowledge. The schoolchildren involved the younger ones in writing and performing a play, which they helped video record. The childminder made copies to take home and proudly share with their families. The childminder is less confident in helping older/more able children to hear and breakdown sounds in words and begin to link these to letters, when children are ready, in preparation for learning to read and write. The childminder uses her observations of children's learning to successfully monitor and assess their progress. She has regular discussion with parents to find out what their children are learning at home, which helps her plan well overall what they need to learn next.

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who attend

Children enjoy listening to stories and the childminder helps bring these alive by going on a real 'bear hunt'. Children experience the sensations of wading through 'swishy' grass or the thrill of a dark wood as they re-enact the story. The childminder often links ideas so that children build on what they know. They watch some Wimbledon tennis on television and practise ball skills by playing themselves. They make and taste strawberry teas and learn how seeds grow by sowing and tending 'lawns' in trays. They later practise scissor skills by cutting their lawns. They learn a great deal about the natural world as they collect eggs from the chickens. The childminder encourages their curiosity by leaving some salad crops to run to seed so the children can collect and sow the seeds. This encourages them to be observant and to understand the cycle of life. The childminder helps children develop a mathematical understanding through play and everyday activities. They slice

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who attend

and share bananas and count cups and plates to lay the table. They count how many skittles they have knocked down and work out how many are left. They construct and design with a variety of materials, using their developing understanding to solve problems as they build. Children become enthusiastic independent learners and they are acquiring the skills they need as they move onto nursery or reception classes.

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

Children thrive in the care of this exceptionally warm and caring childminder. She clearly enjoys her time with the children and they in turn feel very relaxed and secure. The childminder pays great attention to settling children well from the outset. She visits children in their own homes so she understands their family background and can talk to them about things that are important to them. She gathers as much information as possible about the children from their parents so she can tailor her care to each child's needs. From this strong base, children are confident to explore, express their own thoughts and ideas and become highly independent.

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

The childminder helps children feel good about themselves. She constantly praises their efforts and thanks them for being kind or polite. Because of this, children develop excellent social skills. The younger children benefit from playing with the schoolchildren, who frequently include them in their games so they learn new skills. Children are confident and feel good about themselves. The childminder very sensitively helps a young child who is learning to use a potty. They are thrilled with the sticker chart the childminder has made for them and delighted when the childminder suggests they take it home, 'I cant wait' says the child enthusiastically.

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

Children behave exceptionally well. They help devise sensible rules that keep them safe and take account of others feelings. The childminder has linked these with photographs to help everyone understand and displayed them so she or the children can use them individually to talk about situations if the need arises. Children learn to play safely. They know how to behave with the animals and learn their own capabilities as they use climbing and balancing equipment in the park. They demonstrate a growing awareness of safety in their imaginary play by telling others to 'stand back' as they saw and hammer. Children take an active role in daily chores. During the National Spring Clean, they cleaned and sorted all the toys and especially enjoyed, under close supervision, having a go with the steam cleaner, to 'get rid of any germs'.

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

The childminder does a great deal to teach children about eating healthily and about where their food comes from. They grow vegetables, help tend the allotment, care for the chickens and collect eggs and often enjoy cooking activities using their own produce. They visit local farms too, so see animals and crops growing in the fields. The childminder has a qualification in child nutrition and uses her knowledge to provide balanced healthy meals and promote children's dental health.

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

The childminder uses her home imaginatively to provide a stimulating, safe and welcoming space for children, both inside and in the garden. Resources are organised effectively to help children become independent. They can reach toys they want, and cups and plates so they can help lay the table. The childminder's excellent support ensures children develop into sociable, happy, independent and active learners. They are prepared very well for moves to school or other settings.

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provision

The childminder has a good knowledge of what children need to learn. She reviews what she provides and plans to ensure she covers all areas of children's development in sufficient depth. She recognises that children learn in different ways and so ensures that she gives children freedom to explore their own ideas as well as spending time with them to teach new skills or reinforce their understanding. She monitors children's progress effectively, and identifies what they need to learn next so that children make very good progress overall.

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provision

The childminder understands the safeguarding and welfare requirements of the Early Years Foundation Stage. She uses clear policies and procedures to guide her work and inform parents of how she cares for their children. She helps keeps children safe by carefully checking her home and outings for potential hazards and taking steps to minimise these. For example, she can temporarily restrict the area of the garden children play in, to help her supervise them more closely if necessary. The childminder has received training in, and has a thorough understanding of child protection issues. She follows the correct procedures if she has concerns for a child's well-being and works closely with parents and outside agencies to help keep children safe.

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provision

The childminder is reflective and continually reviews the service she provides. She listens to the children and parents and takes account of their views, such as when buying new equipment or planning outings. She regularly attends training and she has kept up-to-date with the recent changes to the legal requirements for childminders. She has addressed recommendations from her last inspection to improve children's safety on outings and to focus more on what children need to learn next.

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provision

The childminder works exceptionally closely with parents and keeps them very well informed. She uses innovative ways to share information, such as writing a weekly blog. This gives parents an insight into their child's week with the childminder. Parents give their permission for her to use photographs and the childminder carefully selects these so as not to put children at risk. She shares information about her own family life and this helps build open and trusting relationships with the parents. She includes information about the activities she has planned and how they help children learn, which parents find useful. She also includes ideas for activities at home or recipes she has made with the children. Parents who do not usually collect their children especially enjoy seeing what their children have been up to and say it makes them feel more involved in their child's life and gives them things to talk about. Her effective relationships with parents contribute

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provision

significantly to children's well-being. The childminder liaises with other settings that children attend to share information.

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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 EY384224 Local authority Swindon Inspection number 838243 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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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