Childminder in Wiltshire

Inspection date

Previous inspection date 17/10/2013 15/01/2013

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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

 The childminder demonstrates a suitable understanding of how to support children to make satisfactory progress in their learning and development.  The childminder takes children on regular outings which helps them to develop social skills and gain an understanding of the wider world.  The childminder teaches the children to keep safe indoors and when they are on outings with her.  The childminder develops positive partnerships with parents to support continuity of care for each child.

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It is not yet good because

 The childminder does not obtain written permission from parents to administer particular medicine to a child, which is a breach of requirements.  The childminder does not meet all requirements of the Childcare Register.  Children cannot freely access a broad range of toys and resources to support their independence in choosing what they play with.  The childminder does not effectively use self-evaluation to sharply focus on priorities for development to drive improvement in her practice and the outcomes for children.

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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 held a discussion with the childminder about her childminding practice.  The inspector discussed with the childminder how she keeps children safe.

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Inspection activities

 The inspector checked a sample of documentation including accident and attendance records, children's details and learning records.  The inspector viewed the areas of the home where the children play.  The inspector took account of parents' comments.

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Information about the setting

The childminder registered in 2012 on the EarlyYears Register and both the compulsory and voluntary parts of the Childcare Register. The childminder offers care each weekday throughout the year from 7.30am to 6pm. The childminder lives with her partner and their two children in Pewsey, Wiltshire. The whole of the house is available for childminding. Main care takes place on the ground floor. There is an enclosed rear garden for outside play. The childminder lives within walking distance of local parks, shops, a playgroup, the local primary school and a children's centre. The childminder is currently minding two children in the early years age group who attend part time. She also is caring for six older children. There were no children present during the inspection.

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must:

 ensure that written permission to administer a particular medicine is obtained from a child's parent and/or carer.

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

 further improve the accessibility and organisation of toys to motivate children to use them to support their learning and development

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

 strengthen the systems used for self-evaluation to effectively identify strengths and weaknesses in the provision and use this information to develop a clear plan for improvement.

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who attend

The childminder has suitable knowledge of the learning and development requirements and the children make satisfactory progress with their learning and development. The childminder talks to parents before children start, so that she is aware of what children can do and what they like doing, such as playing with toy cars. She has considered how to plan for individual children to support their interests and developmental needs. She understands why she completes observations and works in partnership with others to support children to make progress in their learning and development. The childminder keeps a record of photographs, examples of children's pictures and additional notes which provide evidence to show what children do and what she has identified to support them in their learning next. The childminder uses appropriate guidance documents to assess children's progress and plan for their next steps for learning so they make progress. She

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who attend

has very recently completed a progress check for children aged two years and is aware that this has to be shared with parents so they are aware of their child's development and needs. The childminder is able to identify what the children in her care are able to do to show where they are making progress in key areas of learning. The childminder shares what she has observed about the children's development and interests with parents on a regular basis.

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who attend

The childminder reports that she takes children to visit the library to choose books and then sits and reads to the children, which supports their literacy skills. She sits on the floor and plays with the children and chats to them throughout the day. The childminder reports how children enjoy daily outdoor play when they visit group sessions and go to local parks. These give children opportunities to develop social skills as they meet others. The large equipment in the park offers children opportunities to develop their physical skills as they climb and balance. The childminder describes how she reminds children who are extending their skills in running and balancing, to be mindful of what they are doing so that they avoid bumping and tripping and keep safe. In the childminder's home children are able to dress up as princesses and develop role-play scenarios. Through these activities children develop skills in speaking and listening to each other and develop their

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who attend

imagination. The childminder describes how she takes children to her allotment and they learn about caring for vegetables. The childminder provides a range of craft activities and is developing her skills in encouraging children to freely explore sticking and chalks to express their creativity. Children now have free access to pencils and paper and free choice about what they would like to make when using the craft materials.

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

The childminder explains that children have formed secure attachments with her and that she promotes their emotional well-being. For example, she states children are always welcomed into the home. The childminder has an appropriate range of resources to encourage children's learning through play. She describes how she sets out some toys so that children can easily choose what they want to play with. However, most toys in the lounge are piled into boxes and this makes it difficult for children to choose from them. In addition, the majority of toys are kept upstairs, which limits children's opportunities to make choices. This curtails children gaining good skills as independent learners to prepare them for the next stage in their lives.

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

Through discussion the childminder demonstrates she has a sound understanding of how to develop children's positive behaviour and their self-confidence. This helps children to feel secure. She talks about how she manages children's behaviour depending on their individual needs and does this in consultation with parents so that children learn consistently about behaviour expectations. The childminder maintains a suitably clean and tidy home to support children's health and welfare. In discussion, the childminder states that children are encouraged to develop a healthy lifestyle. They are learning the importance of good hygiene through routine procedures, such as washing their hands before they eat. Individual food preferences are discussed and agreed with parents prior to admission. The childminder provides children with a fruit snack, rice cakes and an occasional sweet cake. She describes how she talks with children about the sugar that is

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

in different foods. This helps children to consider the benefit of what they are eating. Daily provision is made for the children to spend time outdoors in the fresh air and sunlight, which further promotes children's health.

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

The childminder takes positive steps to help children learn about keeping themselves safe. She states that she develops children's awareness of safety when they are out in the local environment. She encourages them to walk together on the way to and from school and to 'stop, look and listen' when crossing roads. Children learn that they have to keep within the childminder's sight when they are playing in the park so they remain safe. The childminder is mindful of helping children settle easily into pre-school or school. She provides regular opportunities for children to socialise with their friends at group activities, which develops their confidence and independence.

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

The childminder demonstrates an understanding of how to promote children's self-help skills. She states, for example, that she encourages children to learn to manage the toilet themselves and put their own coats and shoes on independently. Consequently, children are developing skills for their future learning. Partnerships with parents are sound and effective systems are in place to ensure continuity of care for each child. For example, a verbal exchange of relevant information around children's care needs ensures parents are sufficiently informed about their children's routines.

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provision

The childminder has a satisfactory understanding of her role and responsibilities in meeting the requirements of the Statutory Framework for the Early Years Foundation Stage. However, the childminder does not obtain written permission from parents to administer each particular medicine to children, instead obtaining blanket consent to administer medication. This is a breach of requirements of the Statutory Framework for the Early Years Foundation Stage. The inspection was carried out due to concerns raised to Ofsted regarding the childminder's supervision of children and her safeguarding arrangements. This inspection has found that the childminder mostly meets the requirements regarding the care of the younger children. She supervises them at all times, keeps the premises secure when they are in the home, and takes steps to help them understand how to keep themselves safe. However, the childminder does not meet all

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provision

requirements of the Childcare Register relating to the supervision of older children.

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provision

The childminder demonstrates a positive attitude to developing her practice. She has made some improvements since her last inspection by considering how to expand the provision for supporting children's creativity and making some toys more accessible. However, the accessibility of toys remains an area of ongoing development. The childminder has attended some training and describes how she is keen to attend more training to continue expanding her skills. However her use of self-evaluation is not robust as she has not drawn up a clear plan of the areas of weakness in her provision and the steps she will take to address them in order to improve outcomes for children.

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provision

The childminder has daily contact with parents to support their working relationship and the care of the children. She explains that she exchanges information verbally and also shares the children's learning record with parents. These provide opportunities for parents to learn about what their children have been doing with the childminder, and about their learning and development. The childminder demonstrates a sound understanding of the benefits of sharing relevant information with other practitioners and agencies to ensure continuity and coherence in the children's care, learning and development. For example, she describes how she has contacted the local pre-school to arrange a meeting to discuss children's development to support continuity of care and learning for each child.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that a child is unable to leave the premises without a person who is caring for children on those premises becoming aware of the child leaving  ensure that no one can enter the premises without the knowledge of a person who is caring for children on the premises (Compulsory part of the Childcare Register).  ensure that a child is unable to leave the premises unsupervised except where the child is aged eight or over and the parent of the child has agreed that they may leave the provision unaccompanied  ensure that no one can enter the premises without the knowledge of a person who is caring for children on the premises. (Voluntary part of the Childcare Register).

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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 EY447525 Local authority Wiltshire Inspection number 939013 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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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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