Chitty, Jacqueline Yvonne

Inspection date

Previous inspection date 23/01/2014 20/04/2009

p.1

early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 Children are happy and share warm relationships with the childminder, which supports their emotional and physical well-being.  The childminder is motivated and enthusiastic in her work, providing a broad range of experiences, which interest the children and supports them to make good progress.  The childminder forms good partnerships with parents and other carers, which promotes a consistent approach to children's care and learning.  The childminder demonstrates a good understanding of her responsibilities with regard to the safeguarding and welfare requirements.

p.1

It is not yet outstanding because

 The childminder provides fewer opportunities for children to explore and use natural resources, to further promote their learning and development.  There is scope to build on children's self-care skills by involving them in the preparation and serving of food at snack time.

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 spoke with the childminder at appropriate times during the inspection.

p.2

Inspection activities

 The inspector observed activities and the quality of the childminder's interaction indoors and outdoors

p.2

Inspection activities

 The inspector sampled children's records and a selection of policies and regulatory documentation.  The inspector took into account of the views of parents through written feedback.

p.2

Information about the setting

The childminder registered in 2003. She lives with her partner and four children in Marlborough. The ground floor of the house and the upstairs bathroom is used for childminding. A fully enclosed rear garden is available for outside play. There are shops, schools and parks within walking distance of the home. The family has two pet guinea pigs.

p.3

Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently ten children on roll, of whom six are in the early years age range and attend on a part time basis. The childminder holds a childcare qualification at level 3. She is a member of PACEY.

p.3

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

 enable children to explore natural materials to enhance their learning by, for example, providing treasure baskets for younger children, and using natural resources outdoors to promote mark making

p.3

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

 maximise opportunities for children to build on their self-care skills by allowing them to prepare and serve their own snacks.

p.3

who attend

The childminder works effectively with parents to gather information about children's interests, likes and dislikes before they first start, and during daily discussions. This helps her to provide a wide range of experiences and activities which the children enjoy. Consequently, children make good progress in their learning overall.

p.3

who attend

The childminder interacts well with the children, talking to them during activities and asking questions to challenge their thinking. She listens carefully to them when they talk, and uses correct terminology to help increase their vocabulary. The childminder gets down to the children's level by sitting on the floor with them, which helps her to interact effectively with the children. Children enjoy sharing books with the childminder, looking at the pictures and talking about what they can see. This helps to develop their early language skills and appreciation of the written word. She uses sign language to support communication with the children. This effectively supports children to develop their communication and language skills. The childminder teaches young children about the sounds that letters make, for example the first initial of their name. This helps to build children's awareness of written words.

p.3

who attend

The childminder supports mathematical development well during play activities. For example, children compare the different sizes of chalk outlines of themselves, and talk about different lengths of their feet when putting on their boots to play outside. They count the number of ducks that they feed in the duck pond, and younger children experiment with size and shape as they play with lift out puzzles. Children develop their awareness of the local community and their physical skills as they go outdoors to explore a range of environments and equipment. For example, they explore the texture of wet sand and enhance their hand to eye co-ordination by pouring and filling containers in the sand tray. They use push along and ride on toys in the garden, and climb and balance on play equipment in the local park and soft play centre. The childminder teaches children about the natural world around them. For example, she explains how rainbows are made

p.4

who attend

when the sun shines on rain droplets. Children play with ice cubes so that they can examine the effect of change as they melt. They make bird feeders and hang them in the garden so that they can monitor the different birds which visit the garden. Examples of children's work show that they are able to explore a wide range of media and resources using a variety of man-made resources such as chalks, paints, glue, crayons and pencils. However, the childminder provides fewer opportunities for children to develop their early mark marking skills further by using natural materials outdoors.

p.4

who attend

The childminder keeps parents well informed of their children's activities through verbal discussion and text messages for 'wow' moments. She makes time to talk to parents each day about individual learning and care routines. Consequently, this supports a consistent approach to children's care and learning. Children's learning journals contain examples of their work, photographs and observations linked to areas of learning. This together with the required two year old check helps the childminder to assess what children can do successfully. These assessments and her regular discussions with parents about children's achievements enable the childminder to plan their next steps to help them fulfill their potential.

p.4

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

Children are happy and form warm attachments with the childminder, which helps to promote their emotional well-being. She remains close to the children, engaging and co- operating in their play. As a result, they settle well in the welcoming family home environment. Children receive consistent praise and encouragement from the childminder to reinforce their positive actions, which helps to promote their self-esteem. From an early age, children learn to be polite as the childminder role models good manners during daily routines and activities. She encourages the children to be thoughtful and kind to each other. For example, older children fetch coats for younger children and readily share resources during play. As a result children are well behaved.

p.4

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

Children access a good variety of man-made resources which are well labelled with pictures and words. This promotes their independent exploration and supports their literacy awareness. Younger children have fun and develop their senses through messy play activities such as gloop, baked beans, spaghetti and jelly which helps to support their curiosity. However, the childminder provides fewer opportunities for children to explore natural resources in the play areas to further promote and extend their learning.

p.4

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

Children become familiar with good hygiene practices to keep them healthy. For example, they are aware that they need to wash their hands before eating. The childminder works with parents to provide healthy snacks and meals to help children understand the importance of a healthy diet. Fresh drinking water is easily accessible to help children stay hydrated during their play. However, the childminder does not extend all opportunities to develop self-care skills as she does not involve older children in the preparation and serving of food at snack time.

p.5

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

Children learn how to evacuate the home safely in the event of an emergency through regular fire drills with the childminder. As a result, they are developing an awareness of how to keep themselves safe. Children are developing a good understanding of the benefits of fresh air and exercise contributing to a healthy lifestyle. They are physically active every day, walking to and from school, playing outside in the garden or local park in all weathers, wearing waterproof clothing. This ensures that they are warm, dry and comfortable. The childminder takes younger children to visit the local toddler group where they interact with a larger group of children, socialise and build friendships. She encourages older children to put on their own coats and boots before offering help. This helps to develop their independence and prepare them for the next stage in their development, such as going to pre-school.

p.5

provision

The childminder has a good understanding of her responsibilities to meet and maintain the safeguarding and welfare requirements of the Early Years Foundation Stage. All documentation including insurances and permissions for outings are in place. She carries out regular risk assessments on her home and outings, which help her to identify potential hazards. These are reviewed on a regular basis. The childminder holds current first aid and food safety qualifications. She has recently updated her safeguarding training to secure her knowledge of the procedures to follow should she have any child protection concerns. She is aware of possible symptoms that may indicate a child is at risk. The childminder maintains all the required records and documents necessary to maintain children's care and well-being. She keeps an accurate record of children's attendance, and any incidents or accidents and this helps to support children's ongoing welfare. Parents

p.5

provision

have clear guidelines of the childminder's practice as they receive an information pack which includes copies of all policies and procedures.

p.5

provision

The childminder has taken positive steps to improve her practice as she has effectively addressed the recommendations from her last inspection. She has developed the assessment procedure, to ensure that observations are used to assess each child's stage of development across all aspects of the curriculum and to plan for the next steps in their learning. She has developed links with parents and other key early years providers to ensure they are encouraged to share what they know about a child's progress, in order to help inform assessments. The childminder uses a written self-evaluation document in order to reflect on her practice. She takes into account written and verbal feedback from parents to make sure that she continues to support children's individual good progress.

p.5

provision

The childminder forms effective relationships with parents. She communicates with them daily about their children's care, learning and development. Children's learning journals are always available to view and can be discussed at any time. Parents' written feedback includes positive comments about the childminder. They report that their children are happy and enjoy their time with the childminder. They are pleased with the progress that their children have made.

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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

p.7

Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY231388 Local authority Wiltshire Inspection number 843416 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 6

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