Childminder in Wiltshire

Inspection date

Previous inspection date 01/04/2014 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder provides a wide variety of exciting play experiences, which effectively support children's learning.  The childminder provides a range of healthy meals, which promote children's enjoyment of nutritious foods.  The childminder is caring and friendly, which helps children settle easily in her care.  The childminder keeps parents well-informed of their child's activities, which promotes continuity in their care and learning.

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It is not yet good because

 The childminder has not fully established her risk assessment systems to ensure suitable prevention is in place to help minimise accidents.  The childminder does not ensure the contents of her first aid kit are sufficiently maintained so children can be appropriately treated in the event of an accident.  The childminder has not fully established effective systems for sharing information on children's development with other settings they attend.  Children's independent access to a range of mark making resources is limited overall.

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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 had discussions with the childminder and children.  The inspector observed children's play indoors and outdoors.

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Inspection activities

 The inspector sampled documentation, such as the operational policies and procedures and children's learning journals.  The inspector took into account the written comments from parents questionnaires.  The inspector viewed the childminder's self-evaluation form.

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Information about the setting

The childminder registered in 2013. She lives with her husband and two young children in Trowbridge, Wiltshire. Children have use of a lounge, kitchen, dining room, computer room and toilet facilities all on the ground floor. There is a garden for outside play.

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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 two children on roll, both of whom are in the early years age range.

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must:

 improve the risk assessment systems to effectively identify possible risks in all areas of the premises, and ensure suitable prevention is in place to help minimise accidents

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must:

 ensure a first aid box is accessible at all times with appropriate contents for use with children

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

 extend the systems of sharing information on children's development with other settings they attend, to fully promote a continuous approach to their learning

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

 provide children with easier, more direct access to a range of mark making resources, to fully encourage their spontaneous ideas in play and effectively support their early writing skills.

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who attend

The childminder is knowledgeable of children's development. She plans a range of exciting and meaningful play experiences that children enjoy and which support their learning. The childminder uses her observations of children's play to identify their interests and next steps of learning. This helps to plan activities that build on children's existing skills. For example, she sees children's interest in dinosaurs and reads a rhyming story relating to dinosaurs. This encourages children's involvement and they begin to join in with the repeated refrains. They learn the names of the different dinosaurs and say these correctly. This promotes children's early literacy and language skills very well. In addition, the childminder takes the children to a museum where they can see the model dinosaurs. Children talk about seeing the huge Tyrannosaurus Rex at the museum. This actively supports children's interest and promotes their learning through purposeful activities. As a

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who attend

result, children make good progress in their learning and development.

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who attend

The childminder takes children to local toddler groups. This provides opportunities for them to meet their friends and begin to make their early relationships. Children become absorbed in pushing their cars down the ramp of the toy garage and develop good control when using remote-controlled toys. For instance, they carefully manoeuvre a toy truck under a tunnel the childminder has made and around a road mat. This effectively helps children develop their coordination skills. In addition, the childminder uses words with them such as 'under, around and through', which effectively extends their understanding of language. The childminder helps children to create an ice cream shop in the garden and they count out their money to buy their 'ice cream'. The childminder counts with children as they climb up the steps to the trampoline. Children begin to say 'one, two, three and four'. They play with different toys and objects in their water play and discover what floats

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who attend

and sinks. These activities effectively help children begin to learn about early mathematical concepts.

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who attend

The childminder sometimes takes children to visit a nearby animal park where they see monkeys, lions, tigers and penguins. Children enjoy going into town on the bus and visiting the library or a pet shop where they see the rabbits. The childminder knows children will enjoy these exciting outings, which provide positive experiences for them to develop their understanding of their world. In addition, children begin to gain confidence in being away from their main care setting. This helps to prepare children for their move to school. Children enjoy dressing up, for instance as they put on a builders hat or a glittery, golden mask. They sing 'happy birthday' to their dolls and give them a pretend cake with a candle. They cuddle their dolls and 'read' them a story, before tucking them up in their cots with a blanket. This enables children to develop their imaginative ideas and act out their experiences. The childminder provides planks and logs for children to use

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who attend

in the garden. Children work together well in lifting and rolling these to make themselves a see-saw. This effectively encourages children in starting to problem solve and build relationships as they work together as a team.

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who attend

The childminder forms positive partnerships with parents and actively encourages their involvement in their child's learning. For example, parents complete an 'all about me' sheet, which informs the childminder of their child's routines and personal needs. In additions, parents note what they know about their child's care and developmental abilities. This effectively supports the childminder in settling children in happily and planning purposeful activities based on their interests. As a result, the childminder provides activities that will build on children's existing skills and promote their ongoing progress. The childminder understands the process of completing the required progress check for two-year-old children. She completes a summary of children's achievements in liaison with their parents and identifies any areas to provide further support. In addition, she regularly reviews children's achievements and uses a tracker system to identify any

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who attend

gaps in their learning. This supports effective monitoring of children's development.

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

Children settle happily with the friendly, caring childminder. They respond easily to her gentle humour and reassuring approach. She gets to know their individual routines well through her ongoing liaison with parents. For instance she recognises when children begin to get hungry and need their lunch. The childminder takes children shopping and they like to choose fruit or vegetables that they would like to eat. This effectively encourages their awareness and enjoyment of nutritious foods. The childminder talks about being careful with knives as children help to chop up yellow peppers and cucumber to have with their ham and pasta for lunch. She teaches children about road safety on their outings as they talk about crossing the road safely. The childminder asks younger children what they need to remember as they sit on a bigger swing seat. Children say 'hold on tight' as they sit on the seat and hold the ropes. This helps children in learning about keeping themselves

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

safe, although the childminder does not fully monitor some aspects of their safety through her risk assessment systems.

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

The childminder helps children develop their independence skills as they find their coats and shoes and she supports them in learning how to do up buckles and straps. The childminder keeps consistent boundaries and encourages children to share their toys and be kind to others. She often praises children and helps them feel valued as she talks to them about their families and friends. This helps children play well together and gain confidence, which will help them with the next stage in their learning and development at school. The childminder provides a comfortable home with a dedicated play area for children. She organises toys and resources so that they are easily accessible for children overall. This supports children in making independent choices in their play. However, children cannot easily access a wide range of mark making tools independently. This reduces the ways in which some of their spontaneous ideas are fully supported in their

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

play. Children enjoy their opportunities to play outside. They have fun jumping on the trampoline and show confidence on the climbing frame and slide. They often go on outings to local parks or a wooded area where they like to run freely and collect sticks. This supports children's physical development well.

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provision

The childminder has developed an appropriate understanding of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She has attended safeguarding training and has formed clear policies that she shares with parents. The childminder shows awareness of possible child protection issues and procedures to follow any concerns arising. This helps to safeguard children and promote their welfare. The childminder completes risk assessments of her premises and outings and overall has suitable prevention in place. For example, stair gates are fitted at the top and bottom of the stairs and visitors attendance is recorded. However, she does not consistently identify all possible safety issues, such as loose blind cords. She has completed a first aid course, but has not made sure that her first aid kit is maintained with sufficient, appropriate contents. Although, the childminder supervises children well overall,

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provision

these issues have some impact on their safety. In addition, these are breaches of requirements for the Early Years Register and the associated requirements of the Childcare Register.

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provision

The childminder discusses children's daily activities with staff from the other settings they attend. However she does not share information regarding their ongoing developmental needs, which reduces continuity for their learning. Written comments from parents' questionnaires seen at this inspection note they are very happy with the care provided by the childminder. They feel the regular discussions they have with the childminder help them know what their child has been doing each day. This positive liaison helps to promote a cohesive approach for children's development and overall well-being. The childminder reviews her practice and has identified some areas to develop. She seeks parent's views and talks to children about their ideas for activities or foods they would like to eat. This means children's opinions are effectively heard. As a result, the childminder is establishing evaluation systems, which take into consideration the views of those involved

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provision

in her practice. Overall, this helps to support her in making continual improvements.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure all necessary measures are taken to remove any identified risks (compulsory part of the Childcare Register)  ensure all necessary measures are taken to remove any identified risks (voluntary part of the Childcare Register)

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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 EY464790 Local authority Wiltshire Inspection number 936403 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 2

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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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