Childminder in Swindon

Inspection date

Previous inspection date 09/09/2013 08/10/2008

p.1

early years provision

This inspection: 1 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 1

p.1

This provision is outstanding

 The childminder helps children settle exceptionally well and form secure relationships with herself and others. Children become confident, independent individuals.  Children make outstanding progress, especially in language development, because of the skilled support given by the childminder. She takes careful account of their interests when planning what they need to learn next.  Children behave exceptionally well due to the high expectations and excellent example set by the childminder.  The childminder forms strong partnerships with parents, other carers and professionals, which ensures children's needs are met effectively and they are very well prepared for their next stage in learning.

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

p.2

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.

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 play and activities both indoors and outdoors and discussed these with the childminder.

p.2

Inspection activities

 The inspector looked at a selection of documentation, including children's developmental records, planning and a sample of policies.

p.2

Inspection activities

 The inspector spoke with one parent and took account of parents' comments from the childminder's questionnaire.

p.2

Information about the setting

The childminder has been registered since 1993. She is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She lives with her husband, two adult children and one school-aged child, in the village of Aldbourne, near Marlborough. The home is within walking distance of the local school and pre-school. There is an enclosed garden for outdoor play. The family has a cat and an indoor tank of fish. The childminder currently cares for five children in the early years age range and two older children. The childminder holds a level 3 qualification in childcare. She is an accredited childminder and registered to receive funding for early education for two, three- and four-year-olds.

p.3

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

 enhance children's play further by building a wider variety of natural resources that can be moved and used in different ways both inside and outdoors.

p.3

who attend

Children make exceptionally rapid progress in their learning, especially in developing language and social skills. The childminder recognises the importance of these prime areas of learning and she has concentrated on developing her knowledge in these areas. She provides a wealth of interesting and enjoyable activities and experiences and there is constant and enthusiastic chatter from all the children as they play. Children are keen to share their experiences and ideas with others. For example, very young children explain in detail how they will bale and collect the straw on the model farm. They are curious and observant because the childminder encourages them to question and look closely at things. A child is fascinated by the moving cogs on a tractor and notices how they turn with the wheels. The childminder spots this and plans to provide toys with cogs at the next session. In this way, she builds on children's current interests, which makes them

p.3

who attend

The childminder has a very strong focus on language acquisition. She creates situations that encourage children to talk. She provides materials to make dens, where children enjoy chatting in the secluded spaces. She uses furniture and storage units to partition quiet spaces and provides soft toys and cushions for children to rest, talk or play quietly. Children enjoy choosing books and snuggling on the sofa for a favourite story. The childminder encourages children to make up their own stories and scribes for them so they see their thoughts in written words. She uses national guidance to develop children's pre- reading skills and prepares them exceptionally well for moving on to school. The childminder forges close links with other settings that children attend so they complement each other in supporting children's learning. Children develop the skills they need to start writing. They strengthen their fingers and develop excellent coordination by using a

p.3

who attend

variety of tools and writing materials. The childminder successfully motivates reluctant writers with exciting activities, such as squirting water or using large sheets of paper on the floor. The childminder uses every opportunity to build children's vocabulary and extend their knowledge. A world map tablecloth leads to many lively discussions. For example, a child announces he is cold sitting in Antarctica with the penguins. The childminder has a good variety of materials that children can use in different ways, such as sticks, boxes and pieces of fabric. However, children do not have access to an exceptionally wide range of natural resources, both indoors and outside, to further enhance their play.

p.4

who attend

The childminder accurately charts children's development over time and she knows each child exceptionally well. She meets with the parents before children start and collects a range of useful information to assess children's starting points. She routinely observes children and makes notes about their developmental milestones, liberally illustrated with photographs and examples of children's work. She encourages parents to add 'wow' moments from home to the record. Every term she asks parents to talk with children to update information about children's interests and achievements at home, so she can incorporate these in her planning. Planning is firmly based on children's needs and interests and assessment is clear, precise and includes all those involved with the children. The childminder meets regularly with parents to share children's progress, including the required progress check for two-year-olds. Parents say they find this valuable and it helps

p.4

who attend

them support their child's learning and development at home, for example in encouraging a child to give up a dummy to help speech development. As a result, the children make excellent progress in relation to their starting points and are prepared exceptionally well for the next steps in their learning.

p.4

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

The childminder provides a welcoming, safe and homely environment for the children in her care. She is highly skilled in helping children form secure emotional attachments so that children are happy, confident and become independent. The childminder is calm and patient and by giving every child a great deal of individual attention, she effectively minimises any stress or upset. She takes time to get to know families and children's individual personalities and needs very well, and adapts her routine to accommodate these. Young children demonstrate a strong feeling of belonging and security as they eagerly choose favourite cuddly toys and settle for an afternoon nap. The childminder has high expectations for good behaviour in line with children's age and level of understanding. From an early age, children learn to be polite, kind and considerate so that their behaviour is exemplary. The childminder handles young children's feelings of

p.4

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

frustration with immense skill as they learn to share and take turns. Children develop an excellent awareness of the wider world through exciting activities and positive discussions.

p.4

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

The childminder provides highly nutritious snacks and meals, which often contain homegrown ingredients collected by the children. She shares her menu planner with parents each week, inviting their comments. Children help to tend the vegetable patch, which gives them an excellent understanding of healthy eating and encourages them to eat well. They have other wonderful opportunities to learn about the natural world through exploring in the woods or visiting the local farm and they demonstrate their great knowledge as they play with the model farm. Everyone sits together to eat and the childminder uses this relaxed time to help children learn. They count pieces of fruit, match plates and cups and weigh ingredients for cooking. They develop their mathematical understanding in meaningful ways so learning is fun and enjoyable. The childminder protects children's health by following meticulous hygiene procedures. Children can visit

p.5

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

the bathroom independently and the childminder teaches them to manage their own personal care very well, which helps them cope when they move on to school. Children are physically active every day and they enjoy playing in the garden whatever the weather. The childminder has spare outdoor clothing so everyone can be warm, dry and comfortable. Children are encouraged to have a go themselves at putting on boots and coats before the childminder offers help.

p.5

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

The childminder provides a highly stimulating environment, indoors and outside, where children can choose and reach what they want to play with for themselves. She keeps the spaces clean, tidy and free of clutter and other hazards. Children help maintain the environment by tidying away toys and clearing the table. They develop an excellent understanding of how to manage risks and play safely, such as not throwing sand and being careful on slippery logs. They know they must follow instructions carefully, especially when out near roads. Their excellent behaviour means the childminder can safely allow them more freedom to explore their surroundings. Frequent outings into the local community allow the children to gain confidence in a variety of social situations.

p.5

provision

The childminder sets high standards for herself and for the children in her care and she has the determination to continually achieve these. She fully understands her responsibility to meet the safeguarding and welfare requirements of the Early Years Foundation Stage and has very effective policies and procedures in place to help her safeguard children. She has attended advanced safeguarding training and is clear about the procedures to take should she have concerns for a child's welfare. She is keenly alert to possible hazards and takes prompt action to minimise these, including teaching children from an early age how to keep themselves safe at all times.

p.5

provision

The childminder has a strong desire to help children in her care achieve as much as they can. She carefully monitors what children are learning to ensure she covers all areas of the curriculum in sufficient depth. She actively seeks to update and increase her already extensive knowledge of how best to support children's learning. Her planning is sharply focussed on supporting children's individual needs and her detailed knowledge of each child means that needs are quickly identified and exceptionally well met. She works highly effectively with parents, other providers and professionals to achieve this.

p.5

provision

The childminder is highly reflective, constantly reviewing her practice and successfully continuing to improve what she provides. To help with this, she seeks the views of parents, children and other professionals. She targets her training to meet children's needs. For example, the children she currently cares for especially enjoy outdoor play, so she plans to attend Forest School training to help them get the most from the outdoor environment and the rural area in which she lives. Parents comment very positively about the warm care and wide range of interesting activities their children enjoy. The childminder shares excellent tips with parents on how to enhance their children's learning at home. The childminder has established highly effective links with the local pre-school and school and parents appreciate the excellent start their children receive in readiness for school. Children are confident, highly motivated and ready to learn.

p.6

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 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.

p.7

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.7

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.8

Setting details

Unique reference number 145238 Local authority Wiltshire Inspection number 846648 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.8

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.8

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.

p.9

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.9

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.10

Type of provision

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

p.10