Childminder in Swindon

Inspection date

Previous inspection date 04/06/2014 11/06/2013

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early years provision

This inspection: 2 Previous inspection: 4 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

 Children's safety is effectively promoted. This is because the childminder provides a safe and secure environment and demonstrates a good knowledge and understanding of safeguarding procedures.  Children have access to experiences across all areas of learning and their development carefully monitored to ensure they make good progress in relation to their starting points.  The childminder uses consistent and clear boundaries for children, who develop a good understanding of acceptable behaviour.  The childminder works successfully with the parents to support children's ongoing progress.

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It is not yet outstanding because

 The childminder occasionally misses opportunities for children to gain further independence as she carries out tasks for children that they can do for themselves.

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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's learning activities within the main playrooms throughout the inspection.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at documentation including children's information and learning records, the childminder's qualifications and training certificates, safeguarding procedures, self-evaluation and a selection of policies and procedures.

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Inspection activities

 The inspector took account of the views of parents through discussions with the childminder, and parent questionnaires and feedback forms.

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Information about the setting

The childminder registered in June 2000. She lives with her school age child in Swindon, Wiltshire. The downstairs of the childminder's house and the rear garden are used for childminding. The childminder attends toddler groups, collects children from the local schools and pre-schools, and visits local amenities, such as the library and parks. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 7pm, Monday to Friday, except family holidays. The family has two cats.

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

 offer children further opportunities to gain independence by allowing them to carry out more tasks for themselves.

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who attend

The childminder has a secure understanding of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. She is very aware of children's individual development and next steps in learning and provides purposeful activities accordingly. The childminder has learning folders in place for all children and these include photographs, creative work, observations and assessments. These are all linked to the areas of learning and are used by the childminder to evaluate and guide her future planning. The childminder successfully completes the children's progress check at age two with parents, to identify whether children require additional support. The childminder has developed strong working partnerships with parents who contribute to their children's initial assessment on entry to the setting and they are kept up to date with their children's progress. As a result, children make good progress in all

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who attend

areas of learning and this prepares them well for their next stage in learning, such as school.

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who attend

The childminder places a strong significance on promoting children's communication and language skills. She actively listens to children's ideas, is very responsive and uses highly effective questioning to extend their experiences. For example, children sit and listen to stories that they have chosen from a wide selection of good quality books of both stories and picture books. The childminder asks good open-ended questions while reading the book, encouraging children to think about the colours of the animals and asking where they live. Children get very excited as they point out the different animals that they recognise. This helps to develop children's recognition of colours and size as they tell the childminder that the 'monkey is brown and has a long tail'. Children regularly take home a travelling robot called 'Roberta' and parents are encouraged to take photographs of children with the robot while children share their adventures with their childminder. By

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who attend

using this approach, the childminder elicits delightful responses from children, who in turn develop strong communication skills.

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who attend

The childminder effectively promotes children's physical development. For example, children enjoy playing in the garden and regularly going to the park where they climb, run, balance and use simple apparatus. This helps to promote children's physical skills and confidence. Children are creative and imaginative learners, which fosters their development in expressive arts and design. The childminder uses her professional knowledge of their learning to adjust activities to meet their individual needs and interests spontaneously. For example, when a younger child who is offered a small pot of 'gloop' to explore shows considerable interest, the childminder gives the child more opportunity to explore the gloop on a larger scale. As a result, the child is curious, eager to explore and remains engaged in the activity for long periods. The childminder supports children's understanding of numbers as they take part in number and picture matching games. As

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who attend

children play with dolls, the childminder supports them to count how many dolls they have in their tower. They are encouraged to observe which a 'big doll' is and which is a small one. Hence, children are learning to categorise and use size language.

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who attend

Children's understanding of the world in enriched as they learn about the life cycle of a spider that they find, and ultimately take pleasure from releasing the spider into the garden. Children develop their understanding of diversity effectively and play with resources that reflect positive images of a wider society, such as books, dolls and play figures. Children learn about different festivals and celebrations during the year, such as Easter and Chinese New Year. Overall, children are well supported and enjoy their time with the childminder. They are progressing well and developing good skills for the next stages in their learning. The childminder has good partnerships in place with other professionals, parents and the local school. Information she shares with them helps to ensure the educational programmes she provides support those experiences children have in other areas of their lives. The childminder encourages the parents to complete 'all about

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who attend

me' forms when children join the setting and encourages parents to add comments to their child's development records. This effectively supports the two-way flow of information to ensure continuity of care and learning for each child.

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

Children are supported well in the calm and nurturing environment that the childminder provides. Children are developing good bonds and attachments with the childminder because she is familiar with their individual needs and unique personalities. For example, children show that they feel safe in their environment as they seek cuddles from the childminder and they laugh, giggle and have fun with one another throughout the day. The childminder has organised her home well, providing a wide range of resources and activities that children can freely access. Resources are of good quality and meet children's learning and development needs well. The childminder ensures resources are safe and suitable as she sets them out ready for the children before they arrive. The walls are made interesting by good use of photographs, pictures and posters drawing children's attention to a variety of information to support their learning. The childminder is kind,

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

approachable and reassuring and is receptive to changes in children's mood or feelings. The childminder uses consistent behaviour methods, and age and stage appropriate explanations provide children with a clear understanding of acceptable behaviour. Children learn through gentle reminders during play and effective distraction techniques promote good sharing of favourite toys. She promptly reassures children and consistently praises their efforts and achievements. As a result, children feel valued, behave well and are keen to do well.

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

The childminder is a good role model and follows well-established hygiene routines. The children develop self-care skills, for example, washing their hands with little support. They practise routine hygiene procedures and learn the importance of hand washing, while recognising and using their own individual hand towels. Children enjoy healthy snacks, such as oranges and bananas, and sit together with their friends for snack time. While this provides good opportunities for discussions, the organisation of snack time provides fewer opportunities for children to develop their already sound independence skills and play an active role in their selection of snack or its preparation. The childminder is vigilant about children's safety and they are supervised well at all times. Risk assessments are detailed and children gain a good understanding of how to keep themselves safe as they help tidy away toys to leave clear spaces to walk and play. The childminder regularly practises the

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

evacuation drill with children so they know how to leave the premises safely in an emergency. Children benefit from regular physical exercise and fresh air when they go for a walk or play in the park. This promotes children's good health and well-being.

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provision

The childminder has a secure understanding of the safeguarding and welfare requirements and takes all necessary steps to safeguard and promote the welfare of children in her care. Clear policies and procedures are embedded and an effective safeguarding children policy is implemented. The childminder's knowledge and safeguarding training is fully up to date. The childminder has considered the use of mobile phones and cameras as part of her safeguarding policy. She maintains clear records of injuries children arrive with, accidents and incidents, and daily registers show the times and dates children are in her care. Safeguarding procedures are readily available and they are informative to demonstrate to parents the childminder's role in keeping children safeguarded and what happens if there are concerns. The childminder conducts robust risk assessments that clearly identify possible hazards and the action taken to reduce any risks to children

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provision

indoors, outdoors and during outings. This helps ensure children are safeguarded.

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provision

The childminder is well organised and has embraced the learning and development requirements and has gained a qualification at level 3. The childminder provides a stimulating educational programme and has a secure knowledge and understanding of the good progress children make. The childminder displays a firm focus on high quality provision and real drive for improvement. Through ongoing self-evaluation, the childminder has an accurate understanding of her strengths and areas for improvement. She accesses training that she feels will develop her knowledge and skills and, therefore, improve her practice for the children who attend her setting. She has made considerable improvements since the last inspection and, therefore, demonstrates a commitment to improving outcomes for children.

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provision

There are currently no children on roll with special educational needs and/or disabilities or who speak English as an additional language. However, the childminder recognises how important it is to communicate well with parents and other professionals to ensure their good practice meets the needs of all children. The childminder takes care to build relationships with parents and carers and obtain useful information about the children. For example, initial details about care routines and likes and dislikes are shared through completion of child information records. Further ongoing information from parents is valued and used by the childminder to ensure children receive continuity in their care and individual needs are met. Parents speak highly of the childminder. They praise how happy and settled their children are and how much they look forward to attending. The childminder is aware of the importance of working with others in order to meet the needs

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provision

of each child, and is able to seek advice and support from other professionals or agencies if she needs to.

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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 505964 Local authority Swindon Inspection number 963108 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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