Childminder in Wiltshire

Inspection date

Previous inspection date 28/07/2014 10/12/2009

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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

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This provision is good

 The childminder provides close, caring attention to children so they enjoy their time with her.  The childminder uses all opportunities to extend children's language.  The childminder has established a strong partnership with parents, which has a positive impact on children's care and development.  The childminder adeptly manages the needs of children of different stages of development.

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It is not yet outstanding because

 The system for reflecting on the provision is not always consistent to enable ongoing improvements.  There are fewer opportunities for children to explore a range of natural materials in their play to enhance their learning opportunities.

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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 playing inside and outdoors.

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Inspection activities

 The inspector spoke to the childminder about her practice at suitable times during the inspection.  The inspector sampled a range of documentation.  The inspector talked with a parent on the telephone and considered their views.  The inspector undertook a joint observation with the childminder.

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Information about the setting

The childminder registered in 2005. She lives with her husband and three adult children in Calne, Wiltshire. The family have three cats. The entire house is available for childminding and there is an enclosed garden for outdoor play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is currently caring for five children in the early years age range. The childminder also care for children before and after school. The childminder is a member of the local childminding group. She walks to drop off and collect children from local schools and pre-schools.

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

 develop systems to review and assess practice to enhance continuous improvement

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

 extend the range of natural materials for children to arrange, compare and order in their play.

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who attend

The childminder provides a wide range of stimulating resources and activities for children, relevant to their stage of development and interests. This enables children to make good progress across all areas of learning. They have uninterrupted time to play and explore with the childminder who offers sensitive support, which extends their learning. She is skilled at noting children's actions in order to intervene appropriately, which help children to sustain their concentration. For example, she used a cloth book with sounds for the baby to explore by gently responding to his babbles as she pressed and squeezed it, which encouraged him to do the same. As he became deeply engrossed in what he is doing, the childminder focused on the older child, repeating counting and offering encouragement. However, the childminder could provide a greater range of natural materials to enhance children's sensory experiences and further encourage babies instinct to investigate.

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who attend

The childminder talks regularly with children, introducing new vocabulary asking open- ended questions and providing a commentary appropriate to the development level of children. For example, when discussing the shape of blocks with children, the childminder poses a question about a five-sided shape stating it is called a 'pentagon.' This gives children plenty of opportunities to engage in communication and think about what they are learning. The childminder fosters children's confidence in their abilities by offering praise and encouragement as well as providing challenges, which stretches their learning. She encourages children who are learning to recognise letters to find the one that starts with the initial spelling their name. As a result, the childminder is helping children to acquire the necessary learning skills they need in preparation for their move to school.

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who attend

Outside in the garden, the childminder provides bikes, slides and push-along toys, which give children the opportunity to be active and develop their physical skills. She also takes children to local parks to extend their experience.

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who attend

The childminder takes photos and makes observations of children, which she builds into a learning journal for each child. She has a clear view of children's abilities and she uses information from her observations to identify next steps for children and plan suitable activities. This means the childminder has an accurate understanding of children's learning needs and consequently, children make good progress. The childminder has developed positive relationships with parents by sharing ongoing information about their children's needs. She promotes a shared approach to their child's learning and development.

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

The childminder develops secure and close relationships with children in her care. She ensures she has a good knowledge of each child she cares for by getting to know families well. She has an effective setting-in period where she gains information from parents. This two-way communication with parents continues with regular discussions and the completion of a daily diary. As the childminder knows the children so well, this enables her to meet their individual needs and promote their well-being. The childminder is warm, caring and attentive to children, helping them feel settled and confident. Children behave well as the childminder is calm and consistent and treats the children with respect and kindness. This encourages children to build good relationships with each other. The childminder helps children to understand their emotions from an early age by talking about feelings for example, when a baby feels cross when the ball rolls away. This helps

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

children to begin to recognise their emotions. Children are able to make friends with other children as the childminder takes them to regular groups. They also clearly enjoy their friendships with the childminders family.

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

The childminder encourages children to develop their ideas when playing. For example, when the children noticed the road being dug up just outside the house, it led to them recreating the diggers in the back garden and the sand tray. The childminder helped the children to think as she skilfully posed dilemmas for them to solve together. This encourages children to have a go and think carefully about how to approach things. They gain independence and develop skills, which prepares them well for moving on to school.

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

The childminder promotes children's healthy lifestyles by ensuring water is always available to drink and time is spent outside in the fresh air every day. There are healthy food choices offered such as fruit and vegetables and children can rest or sleep according to their individual needs in a quiet bedroom upstairs. This means children are alert and enthusiastic to play and learn.

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provision

The childminder has a good understanding of her responsibilities in meeting the requirements of the Early Years Foundation Stage. She has attended safeguarding training and has a clear understanding of her role to protect children in her care. She has relevant documentations in place including policies and knows what to do in the event of a concern. The childminder has a system for risk assessment and is vigilant to minimise hazards, so children play safely under her close supervision. She has paid particular attention to car safety and provides car seats for all children in order to ensure their safety and suitability.

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provision

The childminder has a good understanding of child development and how children learn. She monitors children's progress across the seven areas of learning and plans activities and experiences to help them achieve their next steps. This information is collated in a learning journal for each child, which she shares with parents. This allows them both to ensure children are making good progress. Parents feel well informed about their children's learning and feel that together they are helping with preparation for school. This is helped, as the childminder knows the school well.

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provision

The childminder reflects on her practice and welcomes the support of the local development officer to help her in identifying areas to improve on. However, opportunities for continuous improvement are sometimes overlooked without a regular system of monitoring the impact of her practice. She sometimes seeks the views of parents and children and has ideas for ways she could develop this reflection further. The childminder demonstrates a commitment to ongoing improvement by attending training. This helps her update her knowledge and implement new ideas to improve outcomes for children.

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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 EY306714 Local authority Wiltshire Inspection number 843808 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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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