Wilson,Karen Louise

Inspection date

Previous inspection date 13/01/2014 15/04/2010

p.1

early years provision

This inspection: 1 Previous inspection: 1 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 quality of the teaching is of consistently high quality for all children and the childminder uses every opportunity to extend their learning.  The childminder has an excellent knowledge of how young children develop and uses this extremely well to plan daily activities.  Children build secure emotional attachments to the childminder as a result of the childminders sensitive approach to them.  The childminder routinely uses assessment systems that are well-developed and highly focused to ensure children make the best progress they can.  The childminders enthusiastic approach to childminding demonstrates her excellent commitment to providing high quality childcare.

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 playing and having snacks.

p.2

Inspection activities

 The inspector spoke to the childminder about her practice at suitable times during the inspection.  The inspector sampled a range of documentation.  The inspector talked with parents and considered their views.

p.2

Information about the setting

The childminder registered in 2001. She lives with her husband and two children in Calne, Wiltshire. The lower floor of the property is used for childminding and there is a fully enclosed garden available for outside play. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder has two assistants that may work with her. She is currently caring for 11 children, of whom 10 are in the early years age range. She takes and collects children from the local school. The family has two cats and some fish. The childminder has a National Vocational Qualification level 3 in Early Years Care and Education.

p.3

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

 consider ways to extend choices for the youngest children.

p.3

who attend

The childminder has an excellent understanding of the requirements of the Statutory Framework for the Early Years Foundation Stage and uses this to provide a highly stimulating environment for children. She demonstrates a comprehensive knowledge of children's overall development and is skilled at meeting individual learning requirements of all children. This results in a rich atmosphere for children to learn and develop rapidly. The Childminder recognises developing language skills and provides extensive opportunities to repeat words consolidating learning and introduces new language to expand their vocabulary. She makes full use of opportunities to develop children's understanding of words and their meaning. For example, as children cut up apples she introduces new words to them, such as 'serrated'. The childminder encourages children to explore the difference sides to the knife and test out the affect these sides have when cutting their

p.3

who attend

apples. This enables children to quickly extend their language skills, expand their vocabulary and their understanding of words. The childminder is an extremely positive role model taking time to listen attentively to every child. She uses lots of praise and shows a genuine delight in children's efforts and achievements. This helps children feel valued and encourages them to participate, behave well and feel confident and secure.

p.3

who attend

The childminder provides an extensive range of activities that effectively support children's learning and development in all areas. For example, children explore an extensive range of toys and resources at the childminders home. They, have access to a well-equipped garden and make full use of the local community and surrounding area. Children benefit as the childminder plans an exciting array of experiences so they can learn in lots of ways. The childminder introduces topics which she develops to follow children's interests. A topic on autumn led to a foraging activity where children explored the natural environment to find herbs. Children learn about the world around them and find out new things as they use their senses. Creative opportunities in arts and crafts, singing, music and role play often emerge from these topics enabling children to enjoy a rich range of creative forms.

p.3

who attend

Children make choices about what they want to do and the childminder provides a flexible approach to meet these decisions. Children preparing to play in the garden changed their mind when a torrential rain storm began. Making choices helps develop children's independence. Although all children are including in decisions opportunities for the youngest children to have the same level of decisions as older ones is not yet quite so well developed.

p.4

who attend

The childminder demonstrates a dedication for using her carefully constructed assessment process to ensure she supports children's development. She carefully observes each child and makes useful evaluations of their developmental stage. She monitors their progress across all areas and uses this information effectively in her planning to guide and enhance children's continuing development. The childminder works very closely with parents. She keeps them informed about their children's progress through daily diary, sharing children's progress files and using a host of visual information on notice boards that parents view every day. This encourages conversations about their children so parents are fully involved in their children's learning, enabling the childminder to provide tailored support for each individual child.

p.4

who attend

Children make excellent progress towards the early Learning goals and are well prepared for school. The childminder works hard to foster independence and give children the practice for success at school. For example introducing several instructions together such as 'can you put this away and then put your coat on.' This helps children to listen to instructions and process what they are asked. Skills they will need for their future learning and when at school. The childminder shows an excellent understanding of the required progress check for two-year-old children and completes and shares written summaries as needed. She also completes a progress summary for school or Nursery as needed to promote continuity of care.

p.4

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

The childminder is affectionate and friendly with the children. She is highly effective in building trusting attachments as she gets to know each child and family really well. This enables her to respond to children's individual characters so help them they feel secure and settled in her care. Children display a sense of pride in the setting and there are examples of the things they have made on display. Children exhibit pleasure and excitement in the games and activities the childminder provides. A consistent approach to behaviour management enables children to learn to share and get along well together. The childminder is clear about what she expects form children adapting her ways to communicate this to suit each individual child's age and stage of development. She encourages the best from children with high expectations that children then live up to. For example because the childminder provides the opportunity for every child to select and

p.4

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

prepare their own snack regardless of age or ability, this motivate children to try their best. The childminder provides abundant praise to children and this inspires them to try and develops self esteem.

p.5

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

The childminder encourages and supports children to become independent in their self- care skills. The childminder uses excellent teaching methods to help them manage tasks such as hand washing and toileting. She talks to children at their level, demonstrating and explaining to them whilst allowing them time to have a go for themselves. This means even the youngest children quickly become capable of managing tasks for themselves. The childminder has given careful consideration to balancing privacy for children and high levels of hygiene with supervision of all children when changing nappies. She has a moveable changing station which enables her change children's nappies whilst she being able to see and supervise the other children. The childminder ensures that children are within sight or sound and that they are in a safe environment when she needs the bathroom. She gives high priority to children's safety and has recently thoroughly

p.5

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

reviewed how she manages supervision at these times to keep children safeguarded.

p.5

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

The childminder helps children develop attitudes and understanding of a healthy lifestyle. They walk daily to the school, spend time being active out in the fresh air both in the garden and on regular outings. Important for children's healthy growth. Snack time provides the childminder an opportunity to talk about healthy choices for food. She had a selection of pictures to look and discuss at as they sit together. Encouraging children to consider which are treat foods and why. This helps children to understand healthy choices. The childminder has completed a paediatric first aid certificate and demonstrates a thorough understanding of how to treat children who are ill or hurt. She keeps comprehensive accident and incident records and ensures that parents sign these and where necessary outside agencies are notified.

p.5

provision

The childminder has an excellent understanding of both the learning and development and the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. The childminder employs a rigorous attitude to children's safety. She is very knowledgeable about her responsibilities to safeguarding and has recently attended an advanced safeguarding training course. She carriers out risk assessments for her home, garden and outings and implements some particularly well thought out procedures. For example she carries photographic identification of herself and all the children when she is outside the home. This means that in an emergency others would know she is a childminder and be able to contact children's parents. The childminder is vigilant in her supervision of the children and promotes positive behaviour strategies with children.

p.5

provision

The childminder is extremely dedicated and is committed to providing the best possible care and learning experiences for children. The childminder regularly attends training sessions on a wide range of subjects to help her continually improve what she provides for children. For example recent training extended her knowledge of teaching phonics so she now incorporates this in the activities for children, especially as they approach school age. The childminder meticulously reflects on what she is doing. She gathers feedback from parents and children. Spends time reflecting on activities undertaken and carefully analyses feedback given to her by other professionals. She then adapts her work to make identified improvements which benefits the experiences children receive.

p.5

provision

A wide range of comprehensive documentation, policies and procedures are in place to enhance the childminder's excellent practice and contribute to the safe and efficient management of the setting. The childminder is highly organised and provides parents with detailed information to support them with their children's learning. Parents receive information about children's achievements and the identified next steps linked to each area of learning with a suggestion about how this could be supported at home. This effectively helps parents promote continuity of children's learning at home. Parents feel very well supported by the childminder and report being kept fully informed of children's progress. Parents value the childminders dedication and organisation saying this gave them confidence in her from the beginning. They feel children are very happy and they flourish whist in her care.

p.6

provision

The childminder offers a flexible service to accommodate parents changing shift patterns. She occasionally works with an assistant or with her husband who is also registered as an assistant. This helps accommodate the changing requests of parents. The childminder guides her assistants to ensure her high standards are maintained.

p.6

provision

The childminder works well with the local school and other early years groups. In addition she helps lead activities for the local childminding group. She introduces children to the wider community using local shops, libraries, farms and parks as well as special visit such as to the local police station. These links with the community provide children with new experiences and help them learn about the world around them. Attending groups helps children to get to know other adults and children and promotes their socialisation skills. The links with school helps children become familiar with school in preparation for when they attend

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 161904 Local authority Wiltshire Inspection number 945590 Type of provision Childminder Registration category Childminder Age range of children 1 - 8 Total number of places 7 Number of children on roll 11

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