Noden, Jane Yvonne

Inspection date

Previous inspection date 26/02/2014 04/02/2013

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early years provision

This inspection: 2 Previous inspection: 4 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

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This provision is good

 Children make good progress in their communication and language development because the childminder provides effective support.  Children are happy and confident in the childminder's home.  Children develop a good understanding of healthy and safe practices through their daily routines and activities.  The childminder develops good partnerships with parents and other providers children attend, which significantly contributes to her meeting their individual needs.

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It is not yet outstanding because

 The childminder does not always support children in linking sounds to letters to support their early reading and writing skills fully.

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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 activities indoors.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector took account of the childminders self-evaluation and parents written feedback.  The inspector checked safeguarding information and the premises.

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Inspection activities

 The inspector sampled documentation including policies and procedures, and children's development records.

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Information about the setting

The childminder registered in 1995. She lives with her husband in Trowbridge, in Wiltshire. The lounge, hall and conservatory, which is used as a dedicated playroom, are used for childminding. Toilet and sleep facilities are on the first floor. There is an enclosed rear garden for outside play. The childminder regularly attends the local toddler group and takes children to the local park and library. This provision is registered on the Early Years Register and on the compulsory and voluntary part of the Childcare Register. The childminder currently cares for four children, who are all in the early years age range. The childminder drives to drop off and collect children from local pre-schools.

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

 improve children's literacy development by supporting them in linking sounds to letters.

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who attend

The childminder has a good understanding of her responsibilities in meeting the learning and development requirements. This includes providing parents with a written copy of the progress check for two-year-old children. She carries out regular observations of the children and records their development using photographs. She shares these with parents and exchanges information to help her to plan for the children's next stages of learning and support children's learning at home. As a result, children make good progress in their learning and development considering their abilities and starting points. The childminder provides good support children's next stage of learning and prepares them well for school.

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who attend

The childminder provides effective support so that children make good progress in their prime areas of learning. For example, she engages children in talking about their families to promote their confidence in speaking. Parents comment very positively on their children's progress, particularly their speech and social skills. Children enjoy looking at their development records, commenting on what they are doing and naming the other children. They spontaneously sit on the childminder's lap for stories, asking and responding to questions. The childminder extends their vocabulary. For example, when young children suggest that a particular building is like a castle, she agrees it is then tells them it is a lighthouse. Children then repeat the correct word next time they see the picture. The childminder demonstrates how to use equipment and then provides children with plenty of time to practise their new skills. They gain independence and good social

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who attend

skills at mealtimes, and are confident to make decisions about their learning. Children are very creative and enjoy a wide range of art and craft activities. For example, children go for a walk and collect natural resources, which they then make into a collage. The childminder effectively supports children's mathematical skills, encouraging them to count confidently during activities, stories and routines. Children grow sunflowers and measure their progress against themselves and the childminder encourages them to notice shapes when completing puzzles. Overall, the childminder encourages children's literacy development well. They independently select books and enjoy stories with the childminder. Children develop early writing skills and the childminder helps them to give their marks meaning. Children complete an alphabet puzzle noticing the letters and saying other words that begin with that letter. The childminder encourages children to say the

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who attend

names of the letters. However, she does not always support older children in linking sounds to letters to promote their early literacy skills further. Children complete a puzzle through trial and error as the childminder supports young children's problem solving skills by suggesting they turn the pieces around to see if they will fit.

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

Children are happy and settled. They behave well and understand the childminder's expectations. Children gain confidence at the groups they attend and learn to respect each other. The childminder meets children's individual needs through her observations and daily discussions with parents. Children develop secure attachments to the childminder promoting their physical and emotional well-being. Children are confident to choose resources and know where to find them. They sit comfortably at child sized tables and chairs for activities and meals. The childminder provides some positive images and resources for children to gain a sensitive awareness of people's differences. She also takes the children to several groups where they meet others from their community and celebrate different festivals and backgrounds. The childminder has good resources to meet children's individual needs, such as a travel cot in a spare room so children can sleep

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

safely and soundly. She adapts activities so that all children can be included.

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

Children develop a good awareness of a safe and healthy lifestyle. For example, they practice the emergency evacuation procedures every month to help with their own safety. The childminder makes good use of daily routines and plans specific activities to promote children's understanding. For example, children carefully use scissors at the table and use knives to prepare their snack. The childminder provides a good role model removing scissors when she needs to move away from the area. This prompts children to comment on scissors not being safe for babies, demonstrating their understanding. Children help themselves to their drinking beakers and enjoy nutritional snacks of fruit, rice cakes or breadsticks for example. The childminder provides a variety of hot freshly cooked meals to help children gain a good understanding of healthy eating. Children wash their hands before eating using warm water, liquid soap and have individual towels. The childminder

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

uses visual aids, pictures and words to support children in independently flushing the toilet and washing their hands. Even young children realise their nose is running and ask the childminder for a tissue. The childminder supports children well in preparing them from moving on to other providers or school.

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provision

The childminder now has a good understanding of her responsibilities in meeting the Statutory Framework for the Early Years Foundation Stage. She has made significant improvements since the last inspection. For example, she has recently attended child protection training and updated her policy in line with current procedures. As a result, she now has a good understanding of how to protect children's welfare with regard to child protection issues. The childminder has good risk assessments for both on and off the premises and takes appropriate action to minimise risks to children. For example, stair gates prevent children from accessing the kitchen or using the stairs unsupervised. The childminder ensures all required documentation is in place and stores it confidentially for the effective management of her provision. The childminder provides good supervision and ensures children are always within her sight and/or sound. The childminder has good

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provision

systems to monitor and track children's development so that she can identify any gaps in their learning. This enables her to plan effectively and support parents in seeking additional help from outside agencies.

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provision

The childminder develops good partnerships with parents and with other providers that the children also attend. She ensures that they all see a copy of her summative assessments of children's progress that she completes every four months. This enables them to have a consistent approach to supporting children's care and learning, and makes a significant contribution to children's well-being. For example, the childminder follows parents' wishes when supporting children's toilet training. She uses a communication book to give parents good daily information on children's care and activities. Parents' contributions enable the childminder to understand children's daily needs, such as sleep requirements.

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provision

The childminder now uses good systems to evaluate her provision, set actions for improvement and identify her own training needs. For example, she has already completed her Paediatric first aid training prior to her current certificate expiring. The childminder has had recent training in behaviour management and has found this particularly useful. For example, she now uses positive strategies emphasising what children can do. She discusses any concerns with parents so that they can work together and be consistent. The childminder meets with other childminders to discuss practice and to plan activities together for all their children. The childminder uses a parents' questionnaire to gain their feedback and parents comment positively on the safe environment and range of activities. Through self-evaluation, she identified the need to and updated her policies and procedures, and risk assessments.

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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 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

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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.

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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 145419 Local authority Wiltshire Inspection number 952625 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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