Childminder in Wiltshire

Inspection date

Previous inspection date 12/08/2014 25/05/2010

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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

 Children make good progress because the childminder teaches them well.  The childminder provides children with a broad range of activities to promote their learning in all areas.  The childminder provides a safe, secure and welcoming environment where children are at ease.  Children behave well and develop positive relationships with one another because they receive clear guidance from the childminder.

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It is not yet outstanding because

 Children who enjoy learning outdoors do not always have opportunities to develop their early reading and writing skills when playing in the garden.  The childminder has not fully established arrangements with all parents, to enable them to consistently work together to support children's learning.

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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 indoors and outdoors.

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Inspection activities

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

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Inspection activities

 The inspector sampled children's progress records, information shared with parents and regulatory documentation.  The inspector reviewed the childminder's self-evaluation and feedback from parents.

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Information about the setting

The childminder registered in 2009. She lives with her husband and two children in a house on the outskirts of Salisbury. The childminder mainly uses the downstairs of her home for childminding. There is a secure garden for outdoor play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. Currently the childminder is caring for four children; of these, two are in the early years age group. All attend on a part-time basis. The family has a cat and a hamster.

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

 find ways to provide purposeful reasons for early writing and familiarity with words, letters and numbers for children who prefer playing outdoors

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

 strengthen the arrangements for involving parents in children's learning and tracking their progression in order to work more closely together to help children move forward.

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who attend

Overall, children make good progress because they experience a wide range of challenging experiences across all areas of learning. The childminder teaches children well. Overall, she uses children's interests and activities they enjoy to encourage learning in all areas. For example, children decided they wanted to set up a cafe. This prompted the childminder to talk about healthy foods and encourage children to draw the foods they like on a paper plate. This helps children develop their pencil skills in preparation for school. The childminder labelled children's drawings, which demonstrates writing for a reason. It also provided a reminder for later discussions. Younger children learnt about patterns when they laid the table and set up the china tea set indoors. The childminder encouraged children's conversations as they pretended to serve and drink tea. Consequently, children's language and communication skills develop easily as they play. Some children decided

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who attend

they wanted to make mud pies so they clambered up the steps to the mud kitchen in the garden playhouse. Older children successfully helped younger children to use different tools and make pretend cakes. As children became engrossed in their game, the childminder extended the play by setting up a table in the garden. The childminder provided a plastic tea set so that it would not break if children dropped it on the paving stones. Consequently, the childminder keeps children safe and prevents them hurting themselves on broken china. The childminder easily extended the activity by introducing water to pour. This enabled her to promote children's mathematical understanding as they talked about capacity and how much water was in the cups.

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who attend

The childminder teaches children about the world around them and the importance of showing respect for one another and living things. Children plant seeds and grow flowers and vegetables. This teaches them about the life cycles of living things as they watch them grow and then harvest the produce. The childminder bought a hamster to help children learn about caring for animals. She involved children in deciding on the rules they need to follow and how to care for the hamster. The childminder introduces children to some of the festivals and celebrations people enjoy. For example, they tried Chinese food and made lanterns for Chinese New Year.

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who attend

The childminder regularly monitors children's progress. She gathers information from parents when children first attend. This helps her identify what they can do so she can plan their progress from the outset. The childminder observes children and records their achievements alongside photographs of what they are doing. She uses a computer-based system, which provides parents with easy access to their child's records. The childminder discusses children's progress with parents and the main area she is helping them with to move forward, such as encouraging children's pencil skills and concentration. However, she does not always identify clearly what children need to learn next in all areas of their development. Consequently, it is not always clear for parents so they can continue this at home. The childminder understands her responsibilities regarding completion of the required progress checks for two-year-old children. She is fully aware of what to do if she

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who attend

has concerns about a child's development. For example, liaising with parents and other professionals so that children receive the additional help they need.

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who attend

The childminder encourages older children's literacy skills indoors with displays of words and writing, sharing books and activities to encourage making marks. However, children have few opportunities to develop these skills outdoors, even though some children prefer playing in the garden. For example, there are no recipes in the mud kitchen or writing tools to take orders in the cafe. The childminder takes craft activities outdoors and sometimes has water and paintbrushes for children to use. However, these are not always available. Consequently, the childminder does not consistently take full advantage of children's play to encourage their next steps and literacy skills. Overall, the childminder teaches children well. She has high expectations for them and successfully supports them to be confident and motivated learners.

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

Children are extremely settled and secure in the childminder's care. This reflects the effective settling-in arrangements she organises with parents and her nurturing approach. Minded children develop extremely positive relationships with one another, the childminder and her children. They learn to play co-operatively, take turns and share. Children develop strong bonds with the childminder. This gives them the confidence to play and explore independently. Children behave well. This is because the childminder provides them with clear boundaries and consistent guidance. They also benefit from frequent praise and encouragement, which boosts their self-esteem. The childminder is mindful of the importance of helping children prepare for school. For example, she encourages them to manage tasks for themselves, such as putting on their own shoes and gaining confidence in new environments. Consequently, children have the skills they need and are emotionally

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

well prepared for the next stage in their learning.

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

The childminder teaches children about staying safe in the home and on outings. For example, when children were playing enthusiastically with long lengths of fabric she reminded them to take care so they do not fall over. Likewise, on outings children learn about road safety and how to cross the road. Children learn about healthy lifestyles. The childminder teaches them good hygiene routines, encourages healthy eating and encourages physical play outdoors. The childminder has a variety of equipment in the garden to help children develop their physical skills. For example, children confidently climb steps and use the slide. They also learn to use a variety of tools to develop their hand-to-eye coordination. The childminder takes children to the park. This enables older children to extend their physical skills and learn to use a wider range of equipment. Overall, the childminder has a good range of resources and uses them well to promote

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

children's all round development. Resources are mainly stored in the lounge, although it is not always easy for children to see what is available. The childminder has overcome this by making a book with pictures of her toys. Children refer to this to help them decide what they want to play with.

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provision

The childminder has a clear understanding of the Early Years Foundation Stage. Consequently, she meets all the requirements and children make good progress overall in their learning. The childminder has a secure knowledge and understanding of child protection issues. She knows what to do if she has concerns about children's welfare or an allegation is made against a member of the household. The childminder has completed effective risk assessments of her home and for outings. This enables her to identify potential hazards and take effective steps to keep children safe. For example, hazardous substances are stored in a locked cupboard so that children cannot reach them. On outings, the childminder teaches children about road safety and makes sure she is always supervising them. Consequently, the childminder keeps children safe and protects their welfare.

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provision

The childminder has made good progress since the last inspection. For example, she has developed her understanding of the learning and development requirements and improved her resources. Consequently, she is providing children with more challenging experiences and monitoring their progression more effectively overall. The childminder has introduced a computer-based system for recording children's experiences, developmental stages and regulatory documentation. Parents view children's records whenever they want to through a secure password protected system. However, the childminder has not fully established a consistent system for providing parents with clear information about children's next steps in all areas. Consequently, it is not always clear for parents how they can support children's learning at home or with the childminder. Overall, the childminder works in partnership with parents and they are very satisfied with the care she provides. The

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provision

childminder liaises with other settings children attend. This enables them to work together to promote continuity in children's care and learning.

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provision

The childminder has made a number of changes to her play provision since the last inspection. Consequently, children have more opportunities to learn about the world around them and cultural diversity. Likewise, she evaluates most areas of her practice well and identifies areas for further development. This shows she has a clear capacity to maintain continuous improvement and enhance outcomes for children. Children benefit from the childminder's enthusiasm and high expectations for herself and them.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY400950 Local authority Wiltshire Inspection number 844875 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 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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