Childminder in Wiltshire

Inspection date

Previous inspection date 25/07/2014 19/10/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The excellent quality of teaching ensures that children are highly motivated to learn. Accurate assessments of children's development and individually tailored activities ensure all children achieve their full potential.  The childminder and her assistant form very secure, nurturing attachments with the children. This enables them to develop into extremely confident learners.  The childminder provides an outstanding learning environment with a large selection of resources. This ensures children are continuously challenged as they happily explore their surroundings.  Robust safeguarding procedures ensure children are safe in the care of the childminder and her assistant. Both have an excellent understanding of their responsibilities to protect children.  Parents receive a wide range of information from the childminder, which actively contributes to the child's care and learning, and helps to foster exceptionally strong

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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 at play and the childminder and her assistant's interactions with them.

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Inspection activities

 The inspector sampled documents including policies, registers, and records of children's learning.  The inspector held discussions with the childminder and her assistant.  The inspector and the childminder conducted a joint observation.

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Inspection activities

 The inspector spoke to a parent and read feedback parents have written about the childminder.

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Information about the setting

The childminder registered in 2005. She lives with her partner and adult daughter in Calne, Wiltshire, close to various shops and parks. Most of the childminder's house is used for minding. There is a downstairs toilet for children to use and a fully enclosed garden is available for outside play. The family keeps two dogs as pets. The childminder has an assistant who works with her for four days a week. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The childminder takes and collects children from local schools and pre-schools. She takes children to places of interest, such as the library, museums and on train journeys. The childminder and her assistant currently care for 13 children on a part-time basis, with no more than six attending each session. The childminder has a Foundation Degree in Early Years Practice.

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

 enhance children's development in expressive artand design by providing opportunities for children to engage with a greater variety of media and materials in their outdoor play.

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who attend

The childminder's effective and high quality teaching ensures children are making excellent progress in their learning and development. Both the childminder and her assistant are extremely skilled in capturing and developing learning at every moment in the day. For example, during water play, children notice their cup is overflowing as they fill it with water. The childminder sits beside them and gently introduces language, such as 'more', 'less', 'full' and 'empty' and children then begin to use this language in their play.

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who attend

The childminder provides a stimulating environment, both inside and outside. She plans purposeful activities that reflect each child's interests and meets their individual needs. This means that all children make significant progress towards the early learning goals. Children are highly motivated and keen learners with a positive disposition to learn. For instance, when the children hear the refuse truck outside, the childminder effectively uses open-ended questions to get the children to think about what the truck is doing, and where the rubbish is going. This sparks children's interests in the world around them and children continue to role-play refuse collection with trucks in the sand tray. This activity leads to many conversations throughout the day, which successfully encourages children to develop their speaking and listening skills and to extend their vocabularies. Children enjoy a large variety of games outdoors that develop their physical development

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who attend

such as playing football. The childminder skilfully extends children's learning by encouraging them to match coloured balls to the correct coloured rings. The assistant successfully adapts to children's changing needs and makes up games up on the spur of the moment, which captures children's interests. For instance, observing children's interest in passing the ball to each other she begins a game of bouncing and rolling the ball to everyone in the group. This also develops children's speaking and listening skills as they explain what they intend to do with the ball before they pass it. This encourages children to work collaboratively and take turns.

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who attend

The childminder provides children with excellent opportunities to engage in writing and drawing. For example, children getting ready for school practise writing their names on individual name cards and on a chalkboard outside. The childminder enables children of mixed ages to collaboratively colour a three-dimensional cardboard house that relates to the current theme of 'Under the sea'. Children have a large variety of colouring pens, markers and pencils. The childminder encourages them to draw and make marks, significantly enhancing opportunities to develop their pre-writing skills from an early age.

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who attend

The childminder provides excellent opportunities for children to learn about the natural world through regular visits to the park and to the local farm shop. Here, children can interact with the animals and see how a working farm operates. The childminder often takes children on joint outings with the local children's centre, exploring areas of local interest such as a visit to the Mosque. This greatly enhances children's understanding of their local community and provides them with meaningful and relevant learning experiences.

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who attend

The childminder provides exceptional opportunities to express themselves in art and music activities indoors. They have a large variety of musical instruments, which children use while singing to familiar songs and dancing to music. Children also have occasions to be creative by making collages, and painting with a variety of resources both in adult-directed and child-led activities. However, there are fewer opportunities for children to participate in these creative activities outside.

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who attend

Precise and sharply focussed assessments of children's learning shows they are making good progress and working within their expected age range, and in some cases exceeding their expectations. The childminder and her assistant make regular, precise observations, which they link to each area of learning in the Early Years Foundation Stage. The childminder uses this information extremely well carefully identify next steps for development for children. The childminder shares photographs, written observations and planned next steps with parents who have an opportunity to contribute information about their child's learning at home. This extremely positive partnership ensures there is secure continuity in learning. This means children are fully supported to reach their full potential. The childminder takes into account assessments made on children from other settings they attend. Parents regularly receive an assessment overview report that indicates

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who attend

progress and any identified gaps in learning. This clear assessment means the childminder can quickly identify if children require any further support or challenge. Partnerships with other agencies that support children's development are very proactive to enhance their development.

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

The childminder and her assistant have close, nurturing relationships with children, enabling them to form secure attachments to their key person. Children are secure in the knowledge they are well supported and consequently, they become confident and eager learners. Children readily seek out the childminder and her assistant to share experiences with them, or when they want comfort. For example, children find their favourite books and cuddle up close to the childminder who reads the story with them.

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

The childminder and her assistant enjoy very close working relationships with parents. Good communication ensures they are well informed of children's individual care needs and routines. Parents report that children settle quickly with the childminder and love to attend. One parent has written that they are, 'Really happy with everything, my child is very happy here.' Parents are familiar with the observations and assessments made on the children and regularly contribute to these records.

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

The environment is homely and welcoming and there is an excellent range of appropriate and stimulating resources available, which the children can choose for themselves. This encourages them to be highly independent in their play and learning. Children demonstrate an excellent understanding of the routine of the day and confidently move around areas of the house. For example, they know when it is time to move from the large playroom upstairs, to enjoy lunchtime downstairs. Children flourish and are extremely self-assured as they confidently use the space and resources available to them.

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

The behaviour of the children is exemplary. The childminder and her assistant encourage children's good behaviour with continual positive praise, increasing children's self-esteem. Children of different ages play exceptionally well together. The childminder helps children to resolve any minor conflicts independently. She encourages them to talk through what is bothering them and how they think they can solve the issue. Children help each other to manage their behaviour, reinforcing the rules, such as stating, 'It's not nice to flick sand in people's eyes.' Children apologise to each other without adult intervention, demonstrating a strong awareness of how their actions affect others and how to make amends.

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

The childminder successfully teaches children learn about healthy lifestyles and how to stay safe through everyday routines. Children eat healthy snacks and drinks provided by the childminder, such as fruit and water. Parents are encouraged to provide healthy lunchboxes. Parents who are unsure of what to provide regularly ask the childminder for advice. The childminder can provide healthy meals, like pasta dishes, if the parents prefer. Children demonstrate an excellent understanding of self-care. For example, children regularly wash their hands before and after meals and know they need to, 'Get the dirt off, because if you ate with the dirt on it could make you poorly.' The childminder takes every opportunity to develop children's understanding of keeping safe by talking to them about why they do things. For example, while the childminder was applying sun cream she asked why it was important. The children could explain it would stop them being burnt in

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

the sun. The childminder and her assistant encourage children to be highly independent. For example, children confidently remove their shoes and socks to play in the sand area, and put them on again at the end of the activity.

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

The childminder helps children to actively learn about diversity and learn to respect other people through discussions and activities. She provides an excellent range of resources, such as books, multicultural dolls, and toys that represent different disabilities to consolidate children's understanding. The childminder and her assistant are excellent role models, using inclusive and positive language with children. They constantly model good manners and praise children when they are polite. All of which, further heightens children's well-being and sense of belonging and children thrive in this environment.

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provision

The childminder and her assistant have an excellent understanding and knowledge of how to meet the safeguarding and welfare requirements of the Early years Foundation Stage. Children's safety is given the highest priority and the childminder and her assistant demonstrate an excellent understanding of what to do if a child was at risk. All required household members and family members of the assistant are suitably vetted and thorough risk assessments and daily checks ensure children are safe in the home and on outings. The childminder reviews all risk assessments monthly to keep children safe at all times. The childminder is extremely well organised and her record keeping and documentation is meticulous. The childminder's house is presented to a very high standard creating a safe and welcoming environment for children to play and learn.

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provision

The childminder regularly reflects upon her practice and takes into account views of parents, which she gains through conversations and questionnaires. The childminder has used feedback from parents to enhance her provision. For example, parents requested children learn some French with the childminder, and she now teaches keywords and phrases and has an abundance of French books and print in the environment. An effective self-evaluation system ensures she is continuously moving towards ambitious targets to enhance her provision. Professional development for both herself and her assistant are prioritised through a training development plan. The childminder makes use of courses led by the local authority and other training providers to develop her skills to enhance outcomes for children.

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provision

The childminder has developed extremely strong professional relationships with parents and other agencies that support the children. The childminder actively seeks information from other settings children attend, and accesses their newsletters so she can provide continuity of care for the children. She also works with the local health visitor and the local schools to ensure children have a well-considered move into formal education when the time comes. The sharing of information between parents and other agencies ensures there is continuity in all areas of the children's lives, enabling them to flourish in their care and learning.

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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 EY311659 Local authority Wiltshire Inspection number 814994 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 13

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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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