Rudman, Annette

Inspection date

Previous inspection date 20/05/2014 02/09/2009

p.1

early years provision

This inspection: 2 Previous inspection: 3 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

p.1

This provision is good

 The childminder cares for the children well, in a safe and welcoming family home, where they build good relationships.  The childminder provides a stimulating environment so that children can learn through play and exploration, both inside and outdoors.  The childminder promotes effective relationships with parents, which enables her to exchange information to meet children's individual needs well.  The childminder actively improves her knowledge in order to continue to develop her provision for children and families.

p.1

It is not yet outstanding because

 Although the childminder has a healthy eating policy, she does not always extend children's understanding of the reasons for eating healthily.  The childminder sometimes misses opportunities for providing text to support activities to encourage children to follow instruction or gain information.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children's activities in the playroom and kitchen.  The inspector spoke to the childminder about children's activities and progress.

p.2

Inspection activities

 The inspector sampled records and documentation, which included children's progress records.  The inspector took account of parents' views, obtained via letters.

p.2

Information about the setting

The childminder registered in 1996. She lives with one teenage child in a house in Durrington, Wiltshire. Childminding mainly takes place on the ground floor, which includes a lounge, kitchen-dining room and a dedicated playroom. Toilet facilities are on the first floor. There is a garden available for outside play. The family have a dog and cat, to which the children have supervised access.

p.3

Information about the setting

The childminder is registered on the compulsory and voluntary parts of the Childcare Register. There are currently four children on roll, of whom three are in the early years age group. The childminder also cares for children over the age of eight years.

p.3

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

 increase methods to extend children's understanding of the importance of healthy eating

p.3

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

 introduce further opportunities for children to use books and text to extend their understanding of using written words to gain information.

p.3

who attend

Children are happy in the care of the childminder. The childminder has a good understanding of the learning and development requirements for the Early Years Foundation Stage. She provides a welcoming, caring and stimulating environment, where children learn through play. The childminder provides a good range of toys and arranges the resources, so that children can make independent choices. The childminder has labelled toy boxes with words and pictures, which enables all children to know what is available to play with. The childminder plans a broad range of activities, both inside and out, according to children's interests and stage of development. For example, children's interest in dinosaurs during outside play lead to a further inside activity. Children enjoy using their imagination and skills with tools to hide the toy dinosaurs in dry sand. The childminder extends their interest further with a story about dinosaurs.

p.3

who attend

The childminder helps children develop language skills well. She talks with them as she joins in their activities, describing what they are doing, naming objects and actions. The childminder repeats young children's attempts at communication back to them. Therefore, they know that she has understood them and they learn the correct words and pronunciation. The childminder supplies a good range of books on low-level shelves so children can select for themselves. They pick their favourite stories for the childminder to read to them. The childminder provides some written materials to support children's understanding, such as a picture card with written words explaining the life cycle of a butterfly. However, she sometimes misses opportunities to extend children's understanding of gaining information through written words, for example using recipes when cooking.

p.3

who attend

The childminder uses planned activities and spontaneous situations to teach children's understanding of mathematics. She provides sand and water play so children can experiment and learn about capacity by filling and emptying containers. The childminder uses words such as 'bigger', 'smaller' and 'taller' during children's play, encouraging them to notice differences in size. Cooking activities enable children to weigh and measure ingredients and count items, such as cake cases. The childminder encourages children use their imaginations well as they act out real life situations, for example having a picnic. Children pretend to feed soft toys, and solve problems, such as how many plates for each toy to have one. The childminder plans various outings where children meet other people, use alternative play equipment and learn about their local environment. For example, regular visits to a children's group helps develop children's social skills. They learn to take

p.4

who attend

part in group activities with other children of a similar age, which helps prepare them for future experiences in nursery or school. The childminder plans interesting meaningful activities that capture children's interest in nature. For example, observed caterpillars changing into butterflies and are involved in planting, nurturing and harvesting potatoes.

p.4

who attend

The childminder uses a clear assessment system to monitor children's learning and progress. This includes individual learning journeys containing dated, annotated photographs and observations. The childminder uses child development guidance effectively to help her identify children's stage of development and plan their next steps. She welcomes parents' knowledge and ideas to use in her assessment. This helps her to promote children's good progress. The childminder has a good understanding of her responsibility to complete progress checks for two-year-old children.

p.4

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

Children are settled and confident in the childminder's care. The childminder seeks information from parents when children first attend that enables her to respect their home routines. This means children settle quickly and feel secure, contributing towards a smooth move between home and the childminding setting. The childminder displays children's artwork and photographs of them in her home. This helps children develop a strong sense of belonging.

p.4

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

The childminder provides familiar routines and clear explanations for her requests, which help children understand what she expects from them. She teaches children to share toys and take turns. The childminder regularly praises children's efforts and achievements, making clear what they have done well, which boosts their self-esteem and confidence. This all contributes to children behaving well. The childminder helps children gain an understanding of keeping themselves safe. This includes teaching them safe routines for crossing roads and traffic awareness. The childminder includes children in practising the emergency evacuation procedure, so that they know what the childminder expects of them in a real situation.

p.4

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

Overall, the childminder promotes children's healthy lifestyle well. She plans daily fresh air and exercise through garden play, walks and outings. Visits to play parks enable children to use large apparatus, such as swings and slides, to encourage their physical skills. Children make choices about what they eat from healthy options at meal times. The childminder encourages them to try new things including fresh fruit. She supplies equipment so that young children are involved in preparing their food, for example chopping a banana with a knife. This helps them develop skills for the future. However, the childminder does not always extend children's understanding of the importance of making healthy choices, for example through conversation, books or planned activities. The childminder helps children gain independence in practical skills, such as locating their own equipment when preparing to rest, and managing their own clothes. These skills help

p.5

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

children when they move on to nursery or school.

p.5

provision

The childminder implements clear policies, which she shares with parents, to promote children's welfare and safety. She completes detailed risk assessments to help to provide a safe environment for children to play, both at the home and on outings. The childminder has a good understanding of how to safeguard children, which includes recognising signs and symptoms that would cause concern about a child in her care. She understands her responsibilities in following correct procedures to help protect children from harm. The childminder keeps the legally required records, which she completes clearly. She has a good understanding about how children learn through play and real experiences, and she knows how to promote good progress in their overall development.

p.5

provision

The childminder promotes effective partnerships with parents. She supplies important information about her childminding service by way of written policies, conversation and displays in her home. The childminder encourages daily exchange of information with parents so that she can meet children's individual needs well. She agrees with parents on the most effective communication methods, which include the option for written daily diaries. Parents say that they are extremely happy with the childminding provision. They praise the flexible service and settling-in routines. Parents remark on their children's confidence, social skills and speech development since attending, saying that they have progressed by 'leaps and bounds'.

p.5

provision

The childminder has successfully addressed the recommendations set at the last inspection, which has improved aspects of children's learning and partnerships with parents. She evaluates her practice by asking for parents' views and actively seeking ideas from relevant websites. For example, she is in the process of developing her assessment system to include a tracking sheet to enable her to identify gaps in children's learning more easily. The childminder keeps up to date with changes and improves her knowledge by regularly attending training courses. All this helps her to continue to develop the service she provides for children and their families.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number 145543 Local authority Wiltshire Inspection number 814101 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10