Childminder in Wiltshire

Inspection date

Previous inspection date 15/07/2014 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

 Children enjoy their time at the setting; they are happy and secure, and benefit from good relationships with the childminder.  Children have access to a well-planned play and learning environment both indoors and outdoors.  Very good partnerships with parents enable effective sharing of information which is used to promote children's learning and development.  There are good opportunities for children to learn about healthy lifestyles.

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It is not yet outstanding because

 There are limited resources available to children to support their knowledge and understanding of different cultures and beliefs.  The childminder does not consistently reinforce children's speech by modelling the correct pronunciation of words to them.

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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 talked to the childminder and children and had a tour of the setting and rooms that children have access to.  The inspector observed interactions between the childminder and children.

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Inspection activities

 The inspector reviewed a sample of relevant paperwork including children's learning records and planning documents.  The inspector looked at welfare documentation, including policies and procedures.

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Information about the setting

The childminder registered in 2013. She lives with her partner and her son in Westbury, Wiltshire. Children have use of a lounge, kitchen/diner, a smaller playroom, sleep room and toilet facilities downstairs, and a bedroom and bathroom upstairs. There is a secure garden at the back of the premises to which children have free access for outdoor play activities. The family has two cats, two ducks and a rabbit. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder holds a level 3 qualification in childcare. The setting is open Monday to Friday, from 8am to 6pm, all year round. There are currently 6 children on roll.

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

 extend the range of resources and activities to give children additional opportunities to increase their knowledge and understanding of other cultures

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

 develop a consistent approach to reinforcing and modelling children's early language to promote their speaking skills.

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who attend

Children play happily in the well-resourced environment. There are a wide range of resources to support development across all seven areas of learning. They are confident and demonstrate independence as they have free access to both the indoor and outdoor learning environments. For example, children explore different materials as they play with shaving foam, and mix sand and water together. Consequently, they have good opportunities to learn about the properties of different materials and explore these.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage and she uses this to plan interesting activities that support children's skills in all areas of development. Planning builds on children's interests and stages of development. Regular observations of children's play builds upon this knowledge. The childminder uses this to plan meaningful activities that build on children's existing skills and interests. This means that children are enthusiastic and motivated to learn new skills, and are making good individual progress in all aspects of their learning and development. Children enjoy fresh air and playing outside and there are regular visits to the nearby parks in response to children's enthusiasm for taking part in large-scale physical activities. In addition, a planned visit to a local community farm was initiated in response to a child's interests in tractors. This shows that the childminder knows children

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who attend

well and uses their interests to help them make good progress in their learning.

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who attend

Children's communication skills are supported effectively as they take part in routine and focused conversations, and they see printed labels and pictures attached to different resources around the house. As a result, children's early reading skills develop effectively and they begin to understand that print has meaning. There are good opportunities for children to explore pre-writing skills and make marks. Older children are learning to write their own names as they prepare for school. Occasionally, children miss the initial sounds of words in their conversations, which the childminder does not consistently respond to. As a result, this means that the childminder does not make the most of all opportunities to model the correct pronunciations and speech to children. The childminder promotes number skills well. For example, children are learning to count confidently as they count the number of fruit segments during snack times. As a result, children are beginning to

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who attend

develop a good understanding of early numbers and counting.

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who attend

The childminder helps children to use a range of tools that support the development of their fine muscle skills. For example, children help to prepare fruit for snack time as they cut and peel bananas, and apples. As well as introducing children to healthy eating options, this also helps develop their physical and independence skills. This helps children develop some of the appropriate skills necessary for school.

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who attend

There are good relationships with parents and carers. There are effective systems implemented to gather information from parents when their children start at the setting. The childminder spends time to get to know children and their families finding out about the children's needs, abilities and interests. Parents are also encouraged to contribute to their children learning journals. This means that parents feel involved in their children's experiences at the setting.

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who attend

There are clear systems implemented for completing the progress check for two-year-old children. Although there are no children identified as having special educational needs, nor any who have English as an additional language, the childminder knows how to access additional support if needed. Apart from a few books and small world resources there are limited resources to support children's knowledge and understanding of different cultures and religions. As a result, there children do not have as many opportunities to learn about the similarities and differences between themselves, and others.

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

Children are confident, happy and settled in the setting, which provides a welcoming environment with a wide range of toys and resources, both indoors and outside. Children benefit from being able to move freely between the areas of the home and the garden. This means that they engage in their play as they make independent choices in what they play with. An effective settling-in procedure means that children develop strong bonds and caring relationships with the childminder, who understands their individual needs and interests. Older children have contributed to a set of house rules. This means that children feel safe and secure, and behaviour is good.

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

The childminder completes a daily journal which is used to provide parents with information about their children's day. Children contribute to this as they identify what activities they have taken part in, and the snacks they have eaten. The continual sharing of information between the setting and home means that parents feel the childminder is very attentive to their children's needs, and their welfare needs are well met.

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

The childminder completes effective risk assessments for a range of activities that the children take part in. Children become aware of safe procedures as they are take part in regular emergency evacuation drills. Children learn to adopt healthy lifestyles as they enjoy regular visits to nearby parks, where they take part in physical activities on large- scale equipment. This helps develop their coordination skills and build muscle strength. They also enjoy selecting from a range of healthy fruits at snack times. Established routines, such as, hand washing before meals and after using the toilet helps children become independent, and develop health and self-care skills.

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

The childminder is proactive in developing relationships with other settings the children attend, sharing information on children's learning and development, and requests from schools that the children will be joining. For example, one school has asked that children be able to dress and undress themselves, and learn to write their own names. The childminder incorporates this into the routine, and this means that children are well prepared for the next stage in their learning.

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provision

The childminder has a good understanding of her responsibility in meeting all the requirements of the Early Years Foundation Stage. She regularly monitors the educational programme, reviewing individual observations and children's achievement. This is effective in identifying those children whose progress may not be as good as expected. As a result, children are well cared for, and appropriate plans and provisions are implemented, to ensure children make good progress in their learning and development.

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provision

The childminder is well qualified and is committed to continual ongoing professional development. She has developed an effective safeguarding policy and procedures. She has attended recognised safeguarding training and demonstrates, through discussion, a good understanding of child protection issues. All adults who live on the premises have had appropriate security checks completed, and displays in the hallway describe the procedures to be followed in the event that the childminder has serious concerns about the safety of children. This process further protects children and aids safeguarding practices.

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provision

The childminder continually monitors the effectiveness of the provision, and accurate self- evaluation includes an effective action plan for further improvement. For example, she has identified the need to make toys more accessible, and the need to purchase additional resources. As a result, the childminder has a good understanding of the strengths and weaknesses of the provision. She is also very receptive to help from external agencies and welcomes advice from the local authority early years advisor. This will bring about improvements for the benefit of the children. For example, recent advice included developing a parent's noticeboard, development of the book corner and displaying of children's work. As a result, children's learning experiences have been enhanced and parents are more informed. The childminder is also aware of other professionals who can be contacted in order to provide additional support for children in their learning and

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provision

development. As a result, all children are making good progress relative to their starting points and are well prepared for the next stages in their learning.

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provision

The childminder has very good relationships with parents and is developing effective partnerships with other settings. There are good systems implemented to share information with parents on a regular basis such as home-setting books and the parent noticeboard. In addition, questionnaires, parent comment books and discussions at the beginning and end of each day are used effectively to gather parent views. This works effectively to keep parents informed of their children's experiences and progress.

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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 EY468311 Local authority Wiltshire Inspection number 953776 Type of provision Childminder Registration category Childminder Age range of children 0 - 0 Total number of places 5 Number of children on roll 0

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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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