Childminder in Wiltshire

Inspection date

Previous inspection date 03/06/2014 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 supervises children well and provides them with a safe and secure environment. Children benefit because they can move around freely as they play.  Children are settled, comfortable and confident with the childminder.  The childminder maintains the required documentation which provides her with the information she requires to meet children welfare needs.  Children behave well because the childminder provides consistent boundaries.

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It is not yet good because

 The childminder has not fully implemented arrangements for monitoring children's achievements, planning their progression and sharing this information with parents.  The childminder does not always use her observations to provide challenging activities that extend children's learning, particularly regarding their communication and language.  The childminder does not always encourage children to become more competent with caring for themselves and selecting resources.  The childminder is not consistently reflecting on her practice to help her identify how she can improve her practice and children's experiences.

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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 and checked the premises, indoors and outdoors.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.

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Inspection activities

 The inspector looked at children's assessment records, policies and procedures and written feedback from parents.

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Inspection activities

 The childminder discussed self-evaluation and viewed feedback from the local authority.

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Information about the setting

The childminder registered in 2013. She lives with her husband and adult son in a house in Amesbury. Downstairs is used for childminding. Toilet facilities are located upstairs. There is a garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The family has two dogs, nine cats and a snake which is kept upstairs. The childminder is currently caring for five children; of these, three are in the early years age group.

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must:

 ensure every child's learning is tailored to meet their individual needs and develop arrangements for monitoring and evaluating children's progression and involve parents in this process

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must:

 use observations to identify children's interests and provide challenging activities to extend their learning in all areas, in particular, children's communication and independence skills

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

 develop self-evaluation processes further by reflecting on all aspects of daily practice and children's experiences to help identify areas for further improvement and extend children' s learning

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

 strengthen arrangements for promoting children's independence with their personal care routines and choosing toys for themselves.

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who attend

Children engage in a variety of activities with the childminder. They sometimes grow plants, explore the sand and bounce on the mini trampoline in the garden. They visit the park where they have more space to run around and develop their physical skills. They extend their skills as they explore the larger play equipment available. The childminder introduces some craft activities, such as drawing and painting. The childminder regularly takes photographs of children's activities. She uses these, alongside examples of children's work, to create a record of their learning. The childminder observes children and confidently talks about what they can do in key areas. For example, she describes children's physical skills and explains how she is liaising with parents to encourage children's mobility. However, the childminder does not consistently use her observations to monitor and assess children's learning in all areas or identify

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who attend

their interests. Consequently, she does not always provide challenging activities to motivate and extend children's learning. For example, the childminder often sets toys out on the floor rather than encouraging children to choose for themselves. Consequently, children are not always interested in what is available and lose interest. On the other hand, children respond differently when they choose for themselves. For example, children are keen to explore the musical instruments and find out what is in the box. They shake the maracas, play the toy guitar and bang the drum. The childminder names the instruments and encourages children to repeat the word. Children enjoy experimenting with the different sounds. However, the childminder does not extend children's learning further. For example, by challenging children to count the drum beats or attempt to play loudly and softly.

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who attend

Generally, the childminder encourages children's communication skills appropriately. She talks to children as they play which helps provides them with the vocabulary to express themselves when ready. When children make puzzles the childminder talks to them about the picture. She shows children they should turn the puzzle piece around to make it fit. When children copy her and say 'round' she repeats and extends this by saying, 'yes, turn it around'. However, there are other occasions when the childminder does not always notice when children are speaking and engage them in conversation. Likewise, the childminder often has the television on even though the childminder is focussing on promoting children's speech and language. The background noise of the television interferes with children's ability to hear, listen and concentrate.

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who attend

The childminder gathers some information from parents when children first start. This helps the childminder meet children's individual needs satisfactorily. However, the childminder does not clearly identify what children can do when they first attend. Consequently, this makes it difficult for her to track the progress they are making and identify how she is going to move them forward. The childminder has an adequate knowledge of child development and recognises where children may need additional support. In these instances, she liaises closely with parents in order to provide children with the support they need. The childminder is aware of her responsibility to complete progress checks for two-year-old children.

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

The childminder develops caring relationships with children. They are happy and settled in her care. The childminder's home is safe and welcoming which contributes to children being relaxed in their play. The childminder has an appropriate range of resources to support children's all round development. The childminder stores many of them in the lounge. This means children can see what there is available. However, the childminder does not always respond to children's interests or encourage children to select their own toys. Instead, the childminder explains they have lots of toys out already. Sometimes, she encourages children to help put the toys away, such as, before lunch. This teaches children to look after the toys and begin to put them away independently. The childminder introduces safety with the children. She practises the fire drill with them and teaches them about road safety when going for walks. These activities help children learn simple rules

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

about how to stay safe. Children behave well. Generally, most children benefit from regular praise and encouragement. This boosts their confidence and values what they are doing.

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

The childminder helps children develop their physical skills according to their age. For example, she praises younger children when they manage to stand at the furniture. She extends this by holding out her hands and encouraging them to take some steps. She works alongside parents with potty training. However, the childminder does not extend this further by assisting them to use the bathroom upstairs. Therefore, children do not learn to use the toilet when competent with the potty or wash their hands with soap and water. Consequently, the childminder is not promoting children's physical and independence skills consistently.

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

The childminder makes sure children have plenty of drinks. Their drinks bottles are on the table so they can help themselves whenever they want to. At lunch time children sometimes sit at the table. However, the childminder does not always organise her snack and lunch routines to help children prepare for pre-school or school. Children continue to play and help themselves to snacks, which are left on the table. Consequently, children do not benefit from sitting socially together, on the floor or at the table, to eat their snack together. The childminder introduces some healthy practices with the children. For example, they talk about the importance of cleaning teeth and eating healthy foods, such as fruit. Children enjoy a fruit tasting session and try some they have not tasted before.

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provision

The childminder has a satisfactory knowledge and understanding of the Early Years Foundation Stage. She maintains all the required documentation well. She has an appropriate knowledge of child protection issues and knows what to do if she has concerns about a child in her care. The childminder conducts risk assessments for her home and outings. This helps her identify potential hazards and keep children safe. For example, she has moved cleaning materials from low cupboards so that children are unable to reach them. She has fitted safety gates to her stairs to prevent children climbing them and falling down. Children benefit from the childminder's safety awareness and vigilant supervision.

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provision

The childminder is newly registered and is enthusiastic in her care of the children. She has given some thought to self-evaluation and how she can develop her practice. She has identified some areas for improvement. However, this mainly focuses on increasing her resources rather than looking more closely at how they are used and children's routines. Therefore, she does not always recognise where she can improve her practice. The childminder has begun to monitor children's development. However, her processes are not very consistent or precise to help her to identify children's next steps in all areas of learning.

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provision

The childminder develops positive relationships with parents. They provide positive feedback and appreciate her flexibility when caring for their children. Parents like the friendly and caring environment and comment on how much their children like attending. The childminder provides parents with details of her policies and procedures and talks to them daily about their child. The childminder responds to parents' wishes and completes a daily dairy of children's care. She also completes a chart once a month with brief details of children's learning, activities and care routines. However, the childminder does not always share this record or children's learning records with parents. Additionally, the childminder does not invite parents to contribute. Consequently, parents are not fully involved in supporting children's learning at home or when with the childminder. However, the childminder does liaise closely with parents regarding particular aspects of their

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provision

development. This enables her to support any additional needs and work with other agencies and professionals involved in promoting children's learning and care.

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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 EY461442 Local authority Wiltshire Inspection number 942677 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 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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