Childminder in Swindon

Inspection date

Previous inspection date 06/05/2014 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder supports children's language development well. She is skilled in using children's home language to develop their understanding and increase their confidence in using English.  Children are happy in the childminder's care. She has successful arrangements in place to help children and their families settle and establish trusting relationships, which make them feel secure.  The childminder reflects on her practice, identifies aspects that could be improved and works on these to provide more extensive experiences that enhance children's learning.  The childminder successfully safeguards children in her care. She ensures play areas indoors and outside in the garden are safe, so children can move and play freely.

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It is not yet outstanding because

 There is scope to build on the childminder's continuous professional development to underpin her knowledge and good teaching.  There is room to extend partnerships with other settings to share, more extensively, children's learning to ensure they make the best possible progress.

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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 compulsory part 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 talked to the childminder and children at appropriate times during the inspection.  The inspector viewed areas of the home and garden used for childminding.

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Inspection activities

 The inspector looked at documentation related to the day to day organisation of the childminding service, children's progress and self-evaluation.

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Inspection activities

 The inspector took account of the views of parents from information provided by the childminder.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of childminder and other household members aged over 16 years.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two children aged four years and six years in a house in Welwyn Garden City, Hertfordshire. The ground floor and the rear garden are used for childminding. The family has terrapins in a tank as pets. The childminder attends local groups and activities. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, all of whom are in the early years age group and attend on a part time basis. The childminder supports a number of children who speak English as an additional language. She operates all year round from 7am to 3.30pm, Monday to Saturday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

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

 extend professional development to underpin effective teaching and knowledge of how children learn

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

 extend the arrangements for sharing information with other settings about children's learning and development to ensure that they receive a consistent approach to their learning.

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who attend

Children are busy learning through play. The childminder uses her knowledge of the learning and development requirements to support children in making good progress towards the early learning goals. She is skilled in using children's home language to develop their understanding and confidence in using English. For example, as children play she provides a commentary in English and Polish. This helps children to make the connection between their home language and their rapidly growing English vocabulary. Children relish the opportunity to choose what they play with from the extensive range of toys and resources. The childminder teaches children and promotes learning effectively by following their ideas. She listens attentively to what children say. This means she sees and hears where children's interests lie and can build on this. When playing with wooden letters children match them by colour, size and shape. Together they sort the pieces

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who attend

several times into the different categories decided by the child. This supports mathematical development effectively. Children enjoy stories; they pick favourites to share with the childminder. This provides them with the chance to absorb the information, to ask questions about the story and to predict what happens next. With some of the most popular books, children can independently recall the story. This shows they are listening carefully, understanding and remembering what they have heard, all of which effectively promotes their communication and language skills.

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who attend

Children are curious and inquisitive. The childminder supports this effectively and, therefore, children become deeply involved and are able to extend their learning experiences. When a child shows interest in the childminder's camera, she helps them to take pictures for their folder. The childminder recognises the child's fascination with technology and this influences her future planning. For example, the childminder provides a shop activity using an electronic till that beeps. This ensures the child's involvement, which helps them to make the most of the learning experience because it captures the imagination.

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who attend

The childminder regularly observes children in their play. She uses the information to assess their particular stage of development. She notes children's new and developing skills. This enables her to identify their next steps in learning and to plan activities that provide opportunities for them to work towards fresh achievements. The childminder values child-led learning and actively encourages children to pursue their interests. As a result, children are making good progress towards the early learning goals in readiness for the next stage in their learning. The childminder effectively involves parents in children's learning by gathering information on children's starting points and sharing progress information. This means parents have a good idea about what their child does each day. They build on this by supporting learning at home, which they in turn share with the childminder. The childminder understands the requirement to complete the progress check

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who attend

at age two and has details of recent summary assessments to assist her in preparing the necessary paperwork to share with parents.

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

The childminder finds out from parents all of the important information that helps her to prepare for meeting each child's care needs. Parents complete a comprehensive information booklet, which is a useful tool when planning for children's routines and dietary needs. The settling-in time is successful in helping children adjust to being cared for by the childminder. This means children feel safe and secure and their well-being is promoted effectively. Relationships are strong between adults and children. The childminder values these relationships and recognises their importance in ensuring children's emotional welfare. The childminder maintains a two-way flow of information so that parents are informed about their child's day and that she is equipped to meet their changing needs.

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

Children behave well. The childminder is calm and consistent and supports children well by making sure they understand the expectations. She gives clear and calm explanations, which enable children to learn how to behave and respect the boundaries set. For example, she teaches children to share by encouraging them to play games where they take turns. As a result, children begin to understand about sharing and fairness. The childminder praises children for their positive behaviour, which promotes their self-esteem. The childminder further promotes children's good behaviour by making sure they are happy, busy and challenged by what is on offer. Children's sensible behaviour helps them to use tools and equipment safely. This means they take care when using the ink and stamps, scissors and drawing materials. Children are very independent. The childminder supports them in this by offering them lots of chances to choose their activities. They

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

decide if they want to play indoor or outdoor and what toys they would like to use. This helps children to develop confidence through making choices and decisions.

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

Children lead an active and healthy life with the childminder. They eat well-balanced meals and snacks that help to maintain their good health. Children are very clear about the need to wash their hands before eating and after messy activities. At snack time they ask the childminder if she has washed the fruit before it was cut up for eating. The childminder talks with children about how she has already washed the fruits and praises the child for remembering how important this is in keeping them all healthy. This shows that children are quickly learning about food hygiene as well as their own personal care needs. The childminder is a good role model for children because she eats with them, delighting in sharing the fresh fruit snack and drink of water. Children have plenty of fresh air. The outdoor learning supports them in being physically active on the slide and trampoline, where they successfully negotiate the steps in preparation to slide down. Children are

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

careful to make sure the mat at the bottom of the slide is in place each time they use it. Children appreciate the opportunity for imaginative play outdoors. They pretend to make food and drink using the play kitchen and the water tray. Children show tremendous skilfulness and precision as they pour water into the cups and carry it from one place to another. This shows they are developing their physical skills.

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provision

The childminder fulfils her responsibilities to meet all of the requirements of the Statutory framework for the Early Years Foundation Stage. The childminder has a good understanding of how to keep children safe. Recent training on safeguarding has helped to ensure the childminder recognises the possible signs that children are at risk. It has also given her confidence that her knowledge will enable her to make a referral in order to protect children from harm, should the situation arise. The childminder makes sure she assesses the possible risks to children's safety in her home and garden, taking steps to reduce hazards. For example, she places a gate at the bottom of the staircase to prevent the children going upstairs. The childminder shares the required policies with parents, keeping them up to date with the requirements of the Early Years Foundation Stage. All adults in the home have undertaken appropriate checks to ensure they are safe to be

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provision

The childminder has a secure knowledge of the learning and development requirements. She is very enthusiastic about children's learning and has good instincts about how to support this through play. She draws on her previous experience of working with children and of being a parent. This has a positive impact on children's learning. The childminder has attended some training since registering as a childminder, which relates to children's welfare. There is potential for extending the childminder's underpinning knowledge about the ways children learn, to enable her to ensure she continues to consistently extend their learning. The childminder reflects on her practice and seeks the views of parents and children. She monitors children's progress to make sure there are no gaps in their learning. This enables her to identify areas for development and plan for changes and improvements. As a result of her reflections, she has increased the labelling on toy

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provision

storage. This is effective in promoting children's literacy, encouraging them to look at and recognising familiar letters and words.

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provision

The childminder has established effective partnerships with parents. This means she has the most up-to-date information on the children. She uses a number of ways to share information with parents so they are equally well informed. Parents are very positive about the service she provides. They say 'I feel very lucky and fortunate to have found such a good, dedicated and creative childminder.' The partnerships with other early years settings that children attend are generally effective in ensuring children manage well and find the move between settings smooth. There is scope to extend this further to regularly include the sharing of children's achievements, which can be used to support planning worthwhile activities that help children make the best possible progress.

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The Childcare Register

The requirements for the compulsory 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 EY469329 Local authority Hertfordshire Inspection number 943839 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 6

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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

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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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