Childminder in Wiltshire

Inspection date

Previous inspection date 07/03/2014 Not Applicable

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early years provision

This inspection: 1 Previous inspection: Not Applicable 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

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This provision is outstanding

 The childminder knows the children extremely well and uses this to plan challenging and highly stimulating opportunities for learning.  Assessment arrangements are rigorous and monitor children's progress exceptionally well from their starting points.  Partnership working at all levels is highly effective.  The childminder makes excellent use of self-evaluation and reflection to continuously improve her practice, which benefits all children.  Children make rapid progress in their learning in an extensively well-resourced, accessible environment.  Children are extremely settled, happy, and behave exceptionally well providing a highly secure base for their learning.

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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 in the childminder's home and garden and discussed a jointly observed activity.

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Inspection activities

 The inspector had discussions with the childminder and children and took account of information in questionnaires from parents.

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Inspection activities

 The inspector sampled a range of documentation including children's development records, children's personnel records, planning, safeguarding procedures, risk assessments and policies.

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Information about the setting

The childminder registered in 2013 and is a qualified early years and primary teacher. She lives with her husband and daughter in Trowbridge in Wiltshire. The childminder uses the whole of the ground floor for childminding purposes; this consists of an open plan lounge, kitchen, and dining room. There is a first floor toilet, and a bedroom for a child to sleep. There is a rear garden for outside play. The childminder is registered on the Early Years Register and both the compulsory part and voluntary part of the Childcare Register. There are five children on roll of whom four are in the early years age range. The childminder supports children who are learning English as an additional language. The childminder provides care before, during and after school, each weekday between 8am and 5pm. The childminder provides funded early education for two, three and four-year-olds.

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

 further develop opportunities for challenge in the outside play area.

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who attend

Children make rapid progress in all areas of learning and development relative to their starting points. The childminder draws on her previous knowledge, training and skills as a reception teacher to provide an exceptional environment. Children freely explore, benefiting from a wide variety of resources that are well planned. The highly stimulating layout and resources enable children to be independent learners and make choices following their interests. The resources link to adult led activities and are open ended, enabling children to use resources in their own explorative way. The childminder is highly skilled in supporting children to have equal access to all learning opportunities, taking into account ages and stages of children's development, and nurturing their self-confidence through children's interests. For example, in the garden children enjoy the story 'going on a bear hunt'. Innovative story props bring the story alive. Older children join in with the

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who attend

rhyme and alliteration of the story and younger children thoroughly enjoy engaging with the props. Children show delight at remembering the story, smiling and excitedly jumping up and down. This supports children's' growing self-confidence. The props provide opportunities for physical development as children step in and out of homemade muddy puddles, and balance walking across sticks and twigs. Children confidently develop the activity further after the story finishes initiating their own singing time. Younger children anticipate the actions of the songs and older children join in with the singing. The childminder extends the learning experience, introducing other songs that support mathematical awareness with counting. Children learn their ideas are valued as the childminder follows their initiatives. This supports children's motivation to learn.

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who attend

The childminder demonstrates how she supports children who learn English as an additional language by working in excellent partnership with parents to support children's progress. The childminder uses highly effective ideas that spark curiosity in children and a desire to try things, which offer a challenge to support their ongoing development. The childminder keeps comprehensive learning diaries that show children who learn English as an additional language are making excellent progress. The childminder establishes excellent partnerships with other settings that children attend, where assessments of progress are regularly shared. This ensures children's progress is closely monitored, and their development is supported in all areas and across settings. Parents comment on how much progress their children have made since attending the childminder and how approachable she is. An online system hosts learning journals, enables parents to access

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who attend

them at any time and add learning from home. This provides a strong connection between the childminder and families, which supports consistency of learning for children. Parents comment how invaluable learning diaries are at supporting children's learning at home. In addition the childminder supports children's learning at home through the use of story sacks that families borrow. Parents comment on how much their children enjoy the story sacks.

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who attend

The childminder has a comprehensive knowledge of how children learn using her knowledge and experience as an early years teacher. For example, children play in the sand in the garden. The childminder supports older children to make letters from their name with sand moulds. She talks to children about the different sounds the letters make. Children thoroughly enjoy the activity showing one another what they have made saying 'look it's my letter' . Younger children enjoy making their own marks in the sand and these are photographed to support children's on-going reflections of their learning experiences. The quality of teaching is consistently very high and the childminder has high expectations of the all the children and herself. The childminder knows the children exceptionally well, when to give the children time and space to play on their own with a watchful eye, and when to give support if needed. She responds well to the children's initiatives. This

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who attend

supports children's learning exceptionally well. They benefit from appropriate adult led opportunities and child initiated play where they spend time engaged making their own discoveries. This supports children in their next steps for learning as they develop skills in becoming independent learners and directing the process. The childminder asks lots of appropriate open ended questions with children, supporting them to make connections to the environment and previous experiences. For example, whilst looking at a book about colours with the children, the childminder asks if they can see the colour anywhere. Children eagerly look out of the patio window and are given lots of time to look and think as they spot the green grass and leaves.

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

Children are extremely settled in the childmindng environment. The childminder has an excellent awareness of children's individual needs and adapts her routines and plans accordingly. She talks to children about their families and encourages parents to provide a photograph album to support children's feeling of well-being. The childminder uses excellent strategies to support children to separate from their parents and carers. Parents comment on how flexible and well managed the settling in process is and daily drop off procedures. Warm greetings gives clear messages to children and parents that they are very welcome and valued, instilling a sense of belonging as a family to the setting. This sense of belonging and security enables children to be receptive and ready for learning. The childminder has lengthy discussions with parents and detailed written information to make sure she is fully aware of each child's needs.

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

Children's emotional well-being is exceptionally well supported. Children see themselves reflected in their environment with photographs of them engaged in activities and outings. Children excitedly share photographs of family time with the other children through the online format. This nurtures an exceptionally strong connection between children's home and the childminder, supporting children's personal, social and emotional development. Children learn about emotions and naming them linking how they are feeling to pictures. This supports children to manage their behaviour and better understand how they are feeling. Children's achievements, work and contributions are valued and celebrated. This supports children's growing sense of self, self-confidence and self-worth. Star charts and certificates of achievement celebrate specific aspects of children's accomplishments. This supports children to reflect on their achievements and develop a deeper sense of

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

belonging and achievement. This inspires children and motivates them to seek further challenge in their learning, preparing them for their next steps in learning and school readiness.

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

Children's behaviour is exemplary; they are observed to help each other, for example, children pass coats to each other and helping one another. Children take equal joy in sharing achievements with each other and looking at photos of each other. Older children are very tolerant of younger children, for example, older children wait their turn patiently as younger children negotiate the three steps up to the slide in the garden. Children have daily experiences outdoors in the garden and the local fields and wooded area nearby. Children enjoy growing plants and the childminder enhances children's learning by real experiences, organising trips to the animal park, country park, library and carefully selected toddler groups. Children benefit greatly from healthy and nutritious snack and meal times. Learning opportunities are maximised as children help to prepare for meal times, develop independence by self-serving and gaining mathematical knowledge as they

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

eagerly count out plates and cutlery. Children know about the importance of good hygiene practises washing their hands before eating. Children independently learn to manage their own needs in an extremely well supported manner. This supports children to be ready for their next steps in learning, school readiness and builds their self-confidence and self- esteem. The childminder gives the highest priority to children's health and safety, while promoting their independence.

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provision

The childminder has an excellent understanding of the requirements of the Statutory Framework for the Early Years Foundation Stage and child development. The childminder carries out very thorough risk assessments and implements her safeguarding procedures with precision to protect and promote children's welfare. For example, children practice weekly evacuation procedures which are documented and evaluated for effectiveness. The childminder has an extremely good knowledge and understanding of child protection issues. She has undertaken a child protection training course that enables her to identify, understand and respond appropriately to signs of possible abuse and or neglect. There are comprehensive policies and procedures in place, which follow guidance of the Local Safeguarding Children Board. The childminder has a first aid qualification providing knowledge when dealing with accidents and illness. The childminder has all required

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provision

records in place and ensures she follows her confidentiality policy to respect children's privacy.

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provision

The childminder meticulously monitors the delivery of the educational programmes, planning and assessment and the extent to which children's needs are met through timely intervention. This ensures children make rapid progress in their learning and development and any gaps in learning are identified and quickly addressed. The childminder is extremely confident in her knowledge of where to seek additional support for children who have any additional needs, drawing on her previous experience as a teacher. Partnership working with families is exemplary and parents comment on the strong links the childminder establishes with the family. Parents also comment on the effectiveness of support the childminder offers for learning at home. The childminder is flexible in her approach to how families access learning diaries and this ensures equality of access to all. There are excellent arrangements in place to share information with other early years

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provision

settings attended by children. Assessments of learning are shared ensuring continuity of learning opportunities offered.

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provision

The childminder has an excellent effective system of self-evaluation which monitors the effectiveness of activities, and learning opportunities on a daily basis, and on a longer term scale. The childminder actively seeks feedback form parents and children in order to implement actions for continuous improvement. Through self-evaluation the childminder now provides a menu plan for families to see what children will be offered at meal times. Through observing how the children use the play areas the childminder changed the layout of resources making it more inviting and accessible. This improved child initiated play, developing children's independent choice of activities. The childminder has an improvement plan in place and identified improvements she would like to make in the outside play area to provide the children with further challenge in their independent play. Parents comment that the childminder frequently seeks their feedback for continuous

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provision

improvement, and that this is visible in the service the childminder provides.

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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 EY466902 Local authority Wiltshire Inspection number 934818 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 5

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Name of provider

Date of previous inspection not applicable

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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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