Childminder in Swindon

Inspection date

Previous inspection date 18/08/2014 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 are happy and settled in the childminder's care. She is warm and affectionate towards the children, so they feel emotionally secure.  The childminder provides a wide range of imaginative and enjoyable activities, and experiences. She teaches the children well so they make good progress.  The childminder has made her home and garden safe for children. She supervises them closely and thinks carefully about how to reduce risks when she takes children on outings.  The childminder works very closely with parents. She shares information so that she can follow children's home routines and keeps parents fully informed of their children's progress.

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It is not yet outstanding because

 The childminder has not made fully effective links with other settings that children attend in order to provide continuity in their learning and development.  The childminder does not fully help children to appreciate the diverse nature of society and to value people with backgrounds, cultures and abilities different to their own.

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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 the childminder caring for children in her home and in the garden.  The inspector spoke with the childminder and children throughout the inspection.

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Inspection activities

 The inspector sampled documentation, including children's records, policies and procedures, risk assessments and evidence of training.  The inspector looked at all areas of the property that are used by the children.

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Inspection activities

 The inspector spoke with one parent during the inspection and took their comments into account.

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Information about the setting

The childminder registered in 2013. She lives in the Freshbrook area of Swindon, Wiltshire. Her home is close to shops, parks and public transport links. The whole of the childminder's home is available for childminding. The bathroom facilities and a bedroom for sleeping are on the first floor. There is a secure garden for children's play. The childminder is registered on the Early Years Register, and on the compulsory and voluntary parts of the Childcare Register. She offers childcare before, during and after school, and in the early evening. She also offers care in the school holidays and at weekends on an occasional basis. The childminder is willing to collect children from the local pre-schools and schools, and attends childcare groups on a regular basis. She currently cares for six children, who are all in the early years age range and attend part time.

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

 strengthen links with other settings that children attend to share more information about children's progress, and provide continuity in their learning and development

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

 provide more activities and resources to help children learn about, and value, people from different cultures and backgrounds, and those with different abilities.

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who attend

Children enjoy spending time with the childminder. She is warm and affectionate with them, so that they are happy and relaxed in her care. The childminder understands how children learn through play. She gathers information from parents at the outset of care, so she understands children's interests and abilities. She plans a wide range of imaginative and interesting activities, so that children are eager to join in. The childminder has good systems in place to monitor children's development. She uses her observations to plan activities that help all children make good progress, in relation to their starting points. She keeps parents well informed and shares tips, such as the importance of reading to children at home.

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who attend

The childminder uses good teaching methods, especially to help children develop their speech and communication skills. These include children who are learning English as an additional language. She has trained to use a recognised assessment tool to help identify children who may need additional speech and language support. The childminder speaks slowly and clearly to the children, and provides a running commentary as they play. She frequently sings with the children and they join in with familiar nursery rhymes, for example, as they rock on the seesaw. This helps to develop their speech as they hear the rhythm of words and language. The childminder learns some important words in children's home languages to help them communicate. She encourages pretend play, as she knows children talk more during this type of activity. Children love the childminder to read to them and eagerly find favourite stories to share. Children They develop good early writing

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who attend

skills by chalking on the garden path or writing their name on the chalkboard.

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who attend

The childminder plans well, building on children's experiences. For example, the children recently visited the library and enjoyed a story about a scarecrow. Back at home, the childminder helped the children to make scarecrows. They chose seeds and plants to grow, and they understand how the scarecrow protects their plants. They learn to care for the plants and enjoy harvesting their produce. The children enjoy playing in the garden, which has many areas to explore. They trundled wheeled toys through the shrubs, stopping to examine a snail shell. The childminder encourages them to look closely at things and examine how they work. They develop control and strength as they scramble up and down steps, kick and throw balls or dig in the sand pit. The children frequently have trips into the local community, which helps them gain confidence in a range of social situations. The childminder has a small selection of resources that help children learn

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who attend

about diversity. However, she does not routinely plan experiences or activities that help them fully appreciate and value people from different backgrounds, cultures and languages.

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who attend

The childminder teaches children about number, size, shape and measurement, through a wide range of activities. During cooking activities children count spoonfuls of ingredients, they match and compare cars, and in the water play, they have fun filling and emptying containers. The childminder introduces children to technology, for example, as they research topics on the internet. She continually encourages children to think for themselves and express their own ideas. The children are becoming very independent and active learners. The childminder prepares them well for moving on to pre-school or school.

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

The childminder provides a safe and welcoming environment where children are happy and relaxed. She is warm and attentive towards the children and builds strong emotional bonds with them. She provides a routine and structure to the day which helps them feel secure so they gain confidence and become independent. She builds children's self-esteem by praising their efforts, displaying their artwork and listening to their ideas.

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

The childminder has created a child friendly environment in her home. She has a playroom where toys are stored so that children can reach them easily. The childminder has labelled toy boxes with pictures and words so that children can easily find and put away what they want. She has made all areas safe so that children can freely explore their surroundings. The garden provides an exciting outdoor play space, which the children regularly use to support their all-round development. The childminder follows routines that promote children's good health. Children are physically active every day, for example, as they engage in batting balloons indoors or spending time outside in the fresh air. Children learn good hygiene practices as they watch the childminder, for example, as she prepares food or changes nappies. They know when to wash their hands and learn to manage this, and use the toilet, on their own. The

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

childminder discusses children's individual dietary needs with parents and she takes account of these. Parents generally provide their children's meals but the childminder is happy to supply these if necessary. She increases children's awareness and enjoyment of healthy eating, through growing fruit and vegetables with them. In warm weather, the childminder makes sure children are wearing sun cream and she uses a gazebo to protect children from the sun.

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

The childminder has consistently high expectations for children's behaviour in relation to their age and understanding. She explains clearly to children the consequences of unwanted behaviour, such as hurting themselves if they climb over the sofa. Therefore, they understand what she expects of them. She helps them learn to share and take turns and to be aware of others, such as through reminding them not to bump into the youngest children. As a result, children behave well. They are polite and enjoy helping, for example to lay the table or tidy away toys. Children learn how to keep themselves safe, for example, as they use knives carefully to spread crackers, practise the fire evacuation procedure and learn to cross the road safely.

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

The childminder positively promotes the health and welfare of the children. They learn to play cooperatively and manage their own needs, which prepares them well for moving on to nursery or school.

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provision

The childminder has a clear understanding of her role to safeguard children. She has attended training in child protection and understands what she must do if she has concerns about a child's welfare. The childminder understands the numbers of children she may care for and the events that she needs to inform Ofsted of, such as adults living in the house. The childminder has carefully assessed possible risks to children in her home, garden and on outings. She has taken steps to minimise these and create a safe environment, and she supervises children closely. The childminder is well organised; she keeps all records and documents up to date, which contributes to the safe and efficient management of her childminding provision.

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provision

The childminder provides a well-balanced programme of activities which supports children in making good progress in relation to their starting points. She accurately monitors children's development and shares this with parents, including any concerns, so they can seek additional support if needed. She is aware of the requirement to complete a progress check on two-year-old children and involve parents in the process. The childminder establishes good partnerships with parents. She keeps them well informed about their children's day and their achievements. Parents speak very highly about the childminder and the service she provides. They are especially complimentary about the settling-in arrangements, and the warm relationship the childminder has with their children. The childminder works well with other professionals to meet children's developmental needs. However, she has not yet formed fully effective links with other settings that children, who

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provision

are relatively new to her setting, also attend.

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provision

The childminder has made a very good start to her childminding business. She has a clear commitment to continuing to improve the already good quality of care and learning. She reflects on what has worked well and areas she would like to develop. She has just started to complete a recognised environmental assessment scheme to help her identify areas she can improve. She is about to start training towards a qualification at level 3 in childcare, to deepen her knowledge. She has already attended various well-chosen training courses, which have benefitted the 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. 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 EY474293 Local authority Swindon Inspection number 956918 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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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