Childminder in Wiltshire

Inspection date

Previous inspection date 28/03/2014 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

 Children thrive in the highly stimulating and homely environment, both inside and outdoors, which meets their individual needs extremely well.  The childminder helps children settle exceptionally well and they form secure relationships with herself and others. As a result, children become confident, independent learners.  Children are making significant progress in all aspects of their development because of the skilled support given by the childminder. She takes careful account of their interests when planning what they need to learn next.  The childminder forms strong partnerships with parents and other carers which ensures children's needs are met effectively and they are very well prepared for their next stage in 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 children playing, indoors and outside, and the childminder's interactions with them..

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Inspection activities

 The inspector spoke to children and the childminder at convenient times during the inspection.

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Inspection activities

 The inspector sampled a selection of regulatory documentation, policies and procedures and children's information and developmental records.

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Inspection activities

 The inspector discussed the process of self-evaluation and how the childminder obtains the views of all the users.

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Inspection activities

 The inspector took into account the written feedback from parent and child questionnaires.

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Information about the setting

The childminder registered in 2013. She lives with her husband and four children, three of who attend school full time, in their home in the Derry Hill area of Calne in Wiltshire. Children have use of three main rooms for play, including a children's sitting room, dining room area and playroom. Toilet facilities and sleep area are on the ground floor. Children have direct access from the play area to an enclosed garden for outdoor play. The childminder is a Qualified Teacher and an approved National Childbirth Trust advisor. The family has pet tortoises and a hamster. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently 15 children on roll, of whom eight are in the early years age range and attend on a part time basis.

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

 enhance further children's understanding of healthy eating, for example, by providing more opportunities to grow their own vegetables.

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who attend

Children thrive in the highly stimulating and homely environment. The childminder has an exceptional understanding of child development. Planning and assessment systems are rigorous. The childminder carefully observes what children can do, and uses this information to make a precise assessment of each child's stage of development. Parents make valuable contributions to this process and the childminder makes excellent use of this information to identify the next steps in children's learning. This enables her to plan an excellent range of exciting activities to meet their individual needs. The childminder is able to provide high levels of support to close identified gaps in children's development. As a result children make rapid progress in all areas of learning and development from their starting points.

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who attend

The childminder easily adapts to the different ages and stages of children she cares for to meet their individual learning needs. She provides excellent opportunities for children to extend their skills. Children are highly motivated and eager to join in with the many stimulating activities available to them. For example, they show a high level of curiosity as they investigate the outdoor space for flowers and mini-beasts. They examine them and compare them to the pictures the childminder provides on hand held key fobs. The childminder challenges children successfully as she extends their learning by encouraging older children to match written words to the laminated lotto picture cards. This promotes early literacy skills extremely well. The childminder provides a very wide range of resources both indoors and outside to help children strengthen their fingers and develop excellent hand eye coordination. As a result children develop the skills they need to start

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who attend

The childminder is highly effective in promoting excellent communication and language skills. She consistently talks to the children explaining everything that she is doing and commenting on what they are doing. The childminder makes excellent use of her questioning to help re-shape tasks and extend language. She engages children with interesting and thought provoking ideas as they work together by experimenting with different construction toys. She is skilful in her support as she instinctively knows when and when not to intervene in children's play. The childminder teaches them the correct word for things. For example, children learn about thermometers and barometers as they monitor the weather for their daily log. Consequently, this helps children to develop a vast vocabulary. There are very good opportunities for children to play and learn together. For example, they participate enthusiastically in singing action songs, such as 'five little

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who attend

speckled frogs' as they perform their 'sock' puppet show. This helps them learn the number names and develop early calculation skills.

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who attend

The childminder inspires children to create large scale arts projects based on their interests as she provides a wide range of rich media. For example, they are able to work together to make a huge road going through the house on which to use the toy vehicles. They have opportunities to develop their problem solving skills as they design and construct a big crossover for a bridge. Children listen very well and follow instructions as the childminder engages them in a garden game with hoops. They throw the hoops, run to collect them, and negotiate changes in direction which helps to develop their physical co-ordination. They remain focused on activities and tasks for a considerable period of time, because they are captured and engaged by the genuine interest the childminder shows as she interacts with them. The childminder has formed very strong links with local pre-school and school to ensure the children's move goes smoothly. Children visit the pre-

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who attend

school and school to become familiar with the staff and the buildings. The childminder effectively promotes the children's readiness for school, developing their self-care and listening skills successfully. As a result, children are acquiring a wide range of skills and a very well developed capacity for future learning in school.

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

All children are extremely happy and settled during their time with the childminder because she knows them exceptionally well and provides a nurturing environment. She has an excellent settling in system which helps to ease the move from home to the setting. The childminder displays photographs of all the children and examples of their work at child height which helps them to feel valued. She provides regular encouragement and praise throughout daily routines and activities to promote children's confidence and self-esteem. This enables children to form strong emotional attachments to her. Her high quality interactions and excellent organisation of routines help children gain an exceptionally strong sense of belonging. They are secure in the knowledge that the childminder is always on hand to join in and to provide support when required. As a result, children enthusiastically engage in activities and eagerly make choices about what they

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

want to play with. The childminder provides an abundant range of high quality toys and resources both inside and outdoors which reflect children's interests. The playroom is bright, cheerful and very well equipped with sturdy child-size furniture. Resources are labelled with pictures and words and are stored at different levels according to children's age and stage of development. This helps even the youngest children to make independent choices and decisions about what they want to do and where they want to play.

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

Children are physically active everyday as they walk to and from school to collect children. They experience learning outdoors in all types of weather as they have unrestricted access from the inside to outside throughout the day which very effectively supports their individual learning styles and preferences. They have other wonderful opportunities to learn about the natural world through exploring the woods or visiting the local farm to see lambing. The childminder makes very good use of the local area, as children visit the garden centre to observe the animals and fish and use the enclosed village green to exercise in a larger space. She teaches children how to care for animals superbly as they talk about why the tortoises need to be fed, what they like to eat and why they need to go outside. The childminder provides rich opportunities for children to develop their social skills as they meet up with others at a caf to eat lunch and attend the local toddler group.

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

Children are fully engaged in learning how to keep themselves safe and healthy. The childminder implements meticulous hygiene procedures to protect the children and prevent the possible spread of infection. For example, children learn that they need to wash their hands before eating food and after toileting. She provides paper towels to reduce cross contamination of germs. The childminder keeps the play areas clean, tidy and free of clutter and other hazards. Children help to maintain the environment by tidying away the toys when they have finished playing with them. The childminder promotes children's safety as she teaches them how to hold and use scissors correctly as they snip paper, and use knives safely as they cut up fruit and vegetables. Children benefit greatly from healthy snacks and meals. They have access to fresh drinking water throughout the day, so that they can help themselves to a drink when they become

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

thirsty. Although children learn about healthy eating, the childminder has not fully developed all opportunities to extend this further. For example, by providing a vegetable plot to enable children to learn about where food comes from.

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

The childminder has high expectations for good behaviour and is an excellent role model. She uses a family-style lunch time, to encourage children to listen to others and show respect for their thoughts and ideas. From an early age, children learn to be polite and considerate so that their behaviour is excellent. For example, all children take turns and share toys without prompting. They all spontaneously ask the childminder 'please may I get down?' before they leave the table. Children are very thoughtful and kind to each other. For example, older children help younger children to find their coats and wellington boots to fit them when they go outside to play. The childminder has spare outdoor clothing and wellington boots so that children remain warm, dry and comfortable as they play. The childminder encourages children to have a go at putting on their own coats before offering to help. This helps to prepare them for school readiness and promotes

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provision

The childminder has an excellent understanding of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She sets high standards for herself and for the children in her care and she has the determination to continually achieve these. The highly knowledgeable childminder uses comprehensive policies and procedures to underpin her outstanding practice. These are made available to parents to ensure that they have an accurate understanding of her provision before children start. 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 and takes prompt action to minimise these. She carries out daily visual checks on the premises before children arrive. The childminder is secure in her knowledge of the procedures to follow should she have any child protection concerns. She

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provision

is aware of possible symptoms that may indicate a child is at risk. This helps to protect children's welfare. The childminder effectively 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. The childminder provides a written statement detailing the procedure to be followed if parents should have a complaint about her childminding service.

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provision

The childminder is highly reflective, constantly reviewing her practice identifying what she does well and what she needs to do to further improve her provision. She takes into account parents' and children's verbal feedback and written feedback through questionnaires to help her with this process. The childminder's recent written self- evaluation is an accurate representation of her provision and she is extremely proactive in bringing about change. For example, she has reorganised the storage of her resources so that the youngest children can access them more easily and purchased more resources based on children's interests. She has reviewed children's sleeping arrangements to enable them to quickly settle down when they are tired. She carefully monitors what children are learning to ensure she covers all areas of learning in sufficient depth, breadth and challenge, to reflect the needs, aptitudes and interests of children. She actively seeks to

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provision

update and increase her already extensive knowledge of how best to support children's learning. For example, she has implemented a system to enable her to rigorously monitor children's progress so that she can identify any gaps in their learning. This demonstrates an excellent capacity for continuous improvement.

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provision

The childminder forms very strong and positive partnership with parents. They receive a wealth of information about the setting and their children's achievements through verbal discussion and written summaries. Parents are encouraged to regularly share information and support learning from home through a wide variety of ways. The childminder shares books and resources and provides useful advice on questioning techniques to promote children's language and communication. Consequently this enables continuity of learning at home. The childminder has developed excellent links with other early years settings that the children may attend through a two-way flow of sharing information. This promotes a complementary and consistent approach to children's care, learning and development. Parents enthusiastically express very positive views about the childminder. They comment that she is 'everything you want from a childminder', 'lots of fun' and

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provision

provides 'outstanding care' and 'individualised learning and development activities'. They state that she is very knowledgeable about the Early Years Foundation Stage. Children say that they like making new friends, enjoy the all the activities and playing outside, and 'love attending'.

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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 EY469061 Local authority Wiltshire Inspection number 939442 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 Number of children on roll 15

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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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