Childminder in Swindon

Inspection date

Previous inspection date 22/08/2014 14/04/2009

p.1

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

p.1

This provision is good

 Children have access to experiences across all areas of learning and the childminder monitors their development carefully to ensure they make good progress.  Children are rapidly developing their communication skills because the childminder talks to them consistently during activities and routines.  Children's welfare has high priority, hazards are minimised and the childminder protects children from harm.  Children form secure attachments because the childminder has very good relationships with parents to ensure she knows children's routines and needs.

p.1

It is not yet outstanding because

 The childminder occasionally misses opportunities during activities to further develop children's self help skills and independence in their play.  The childminder does not fully include the views of all parents in the self-evaluation processes in order to further identify areas for improvement.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities and resources in the downstairs play area and outdoors.

p.2

Inspection activities

 The inspector sampled a range of documents, including children's information and learning records, safeguarding procedures, qualifications and training certificates, self-evaluation and a selection of policies and procedures.  The inspector took account of parents' views provided on the day.

p.2

Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

p.2

Information about the setting

The childminder registered in 1988. She lives with her husband in Chiseldon, near Swindon. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The whole of the property is used for childminding and there is a fully enclosed rear garden available for outside play. There are currently eight children on roll. Local facilities are within walking distance, such as parks, schools and shops. The childminder is able to collect children from local schools and pre-schools. The childminder attends the local toddler group on a regular basis and is a member of the Professional Association for Childcare and Early Years.

p.3

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

 enhance further opportunities for children to develop their independence and self help skills during child initiated play and at snack time

p.3

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

 build on self-evaluation by incorporating the views of parents and children to further assist in identifying areas for improvement.

p.3

who attend

The childminder has a good knowledge and understanding of the Early Years Foundation Stage to support children's learning and development. The childminder completes regular observations of children as they play and clearly demonstrates that she knows the children well. For example, she confidently describes their likes, interests and individual needs. The childminder plans for children's individual next steps in their learning and provides a good balance of child-led and adult-initiated activities. As a result, she provides children with activities that reflect their preferences for learning and they are able to take part to the best of their abilities. Children have individual learning journey files that contain detailed information of the various activities and supportive photographs of their learning experiences. The childminder uses these to inform each child's individual plan and to monitor their progress and identify gaps in their learning. Consequently, children make

p.3

who attend

good progress in their learning and development and this prepares them successfully to move onto the next level in their learning, such as nursery and school.

p.3

who attend

The childminder provides effective support for children to develop communication and language skills. She listens carefully to what children say, asks them questions to prompt a response and gives them time to respond. Detailed conversations and explanations throughout the children's time with the childminder promote good dialogue. For example, she reminds them of previous experiences as they share photographs of a recent visit by a steamroller. The childminder listens attentively to the different messages young children are trying to convey. She adds more words to extend their vocabulary, asks some simple questions and allows time for children to respond. For example, as a young child plays with a 'train ticket' he says ' my ticket'. The childminder repeats the word back to the child, adding additional words, such as 'yes that is your ticket' and 'where is your ticket for the train?'. Children have access to a wide range of books. They also have regular trips to

p.3

who attend

the library to nurture their love of reading and foster their early reading skills. As a result, children communicate well to become effective early learners.

p.4

who attend

The childminder supports children's mathematical skills well as children use a range of resources to learn about shape and space. For example, puzzles, shape sorters and stacking rings, and they learn about counting and sing number rhymes. Children develop their creative and thinking skills as the childminder skilfully asks open- ended questions to promote critical thinking and mathematical concepts. For example, she asks them which towers are bigger or smaller when using the building blocks and talks about making a 'caterpillar' as they roll out play dough. The children use different creative materials, such as collage, model making and paints. Children learn about the natural world through planting flowers and use magnifying glasses and binoculars to explore butterflies in the garden. Children learn about the life cycle of a butterfly and ultimately take pleasure from observing butterflies in the garden. Each day all children spent time outdoors, which

p.4

who attend

provides them with a variety of opportunities to develop their co-ordination and physical skills. There is a good range of equipment to encourage them to climb, balance and move in different ways. Children enjoy practising their physical skills by running around, avoiding obstacles and throwing and catching balls and bean bags. However, at times, the childminder does not always provide opportunities for children to become more independent in their own learning. As a result, on occasions children's experiences are not as rich as possible to further strengthen the already consistent high levels of learning.

p.4

who attend

Children develop their understanding of diversity effectively and play with resources that reflect positive images of a wider society, such as books, dolls and play figures. They learn about different festivals and celebrations during the year, such as Easter and Chinese New Year. Overall, children enjoy their time with the childminder. The childminder completes the progress check at age two years in partnership with parents, who are involved in their children's learning. This means that the childminder meets the needs of children well. Discussion and information gained when children first start contributes effectively to this process of assessment. There are effective arrangements in place to prepare children for school. Children listen to stories about going to school and the childminder takes good steps to discuss the move to school with them. The childminder has developed close links with the local playgroup and local school to ensure the move to school is a positive

p.4

who attend

experience and that children are prepared, and socially and emotionally ready, for their next phase of their education.

p.4

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

Children have formed close relationships with the childminder. She is responsive to their individual needs and provides a caring and supportive environment for them. As a result, children settle well, which fully supports their emotional well-being. The childminder arranges flexible, settling-in sessions for children, which she tailors to the needs of each individual child. This means they become familiar with their new environment at their own pace. The childminder provides good opportunities for parents to share information about children's routines, likes and dislikes with her. This means the childminder is able to provide care that fully reflects their home life. Consequently, children develop close and trusting bonds with the childminder who becomes an important part in their lives. For example, they happily leave their parents on arrival and they settle quickly for their nap, waking refreshed and keen to play again.

p.5

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

The childminder has a consistent and caring approach to behaviour management. She offers children lots of praise and support, is sensitive to their different needs and values their achievements. The childminder provides age appropriate boundaries for children and consequently they feel secure and safe in what they do. For example, when one child makes a treasure map 'look old', the childminder tells them this is 'amazing' and that they are 'very clever'. The child beams back with pride and the childminder reinforces their achievement further by displaying the map on the wall. In addition, other children are then keen to come, watch and celebrate this achievement. Children are beginning to learn about their own safety and how to manage risks. For example, the childminder reminds children to use scissors safely. In addition, gentle reminders from the childminder to put toys away when children have finished help to ensure they continue to play safely in

p.5

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

sufficient space. As a result, children are learning to manage risk during play, care for their resources and behave in a safe manner.

p.5

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

Parents provide food to meet children's dietary requirements through the day. Children demonstrate a good knowledge about foods that keep them healthy and why they need to wash their hands before they eat. Children enjoy suitable healthy snacks, such as fruit and crackers, and sit together with the childminder for snack time. While this provides good opportunities for discussions, at times, children are not able to play an active role in their selection of snack or its preparation. This would further promote their already good self help skills. Children use the space both inside and outside very effectively. There is a good selection of resources and equipment that fully supports and enhances all areas of learning. Children play out in all weathers and extensively in the better weather. This helps to enable children to benefit fully from fresh air and to develop good control of their bodies. For instance, as they play in the garden they confidently climb the slide and

p.5

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

skilfully manoeuvre wheeled toys, without bumping into one another. Children also enjoy playing in the outdoor play house where they use their imagination as they pretend to make ice cream and make cups of 'tea'.

p.5

provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder has attended safeguarding training and she demonstrates a good understanding of child protection issues. Robust policies are in place for recording concerns and there are clear procedures in place should an allegation be made against an adult in the childminder's home. The childminder supports parents' knowledge of her practice, by providing them with copies of the statutory policies and procedures, so they are clear about the service she provides. She implements procedures regarding the use of mobile phones and cameras. The childminder completes daily safety check, supervises children's play and carries out regular risk assessments that help to ensure the environment is safe and suitable for children. Daily registers, accident/incident and

p.5

provision

medication forms ensure that parents understand the duty of the childminder to protect children. As a result, she puts in place good precautions to minimise risks and she fully understands her responsibilities for promoting children's welfare.

p.6

provision

The childminder constantly monitors how children are developing. She makes regular checks to assess that the range of activities she offers link to the areas of learning and provide children with any additional support if needed. This means good measures are in place when supporting all children's progression. The childminder demonstrates she is using good self-evaluation and she has a strong commitment to improving her professional knowledge and practice. She attends courses linked to the Early Years Foundation Stage requirements, such as paediatric first aid and learning and development. The childminder has a good awareness of her strengths and areas for development and she notes her plans for the future, alongside their impact on children and her service. However, the childminder has not devised a consistent way of gathering parents' ideas to further assist in specifically identifying areas for development. This means that future

p.6

provision

changes do not always take full account of their views and needs in order to maximise support to children. The childminder takes account of the children's views by ensuring that they have a voice and can freely explore and enjoy the resources that they choose.

p.6

provision

The childminder does not currently care for children who have special educational needs and/or disabilities. However, she understands the importance of working closely with other early years professionals to support individual children. The childminder provides a wealth of information to parents, to ensure they are well informed of the care and learning offered by the childminder. Daily informal contact keep parents fully informed about their children's day. Parents are very complimentary about the high quality of care provided for their children. They see the progress they are making, particularly in their speech and language, confidence and social skills. The childminder has links in place with other professionals and providers. This ensures that shared care, where appropriate, is effective in supporting continuity for children's learning and helps all children to achieve well.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY235378 Local authority Swindon Inspection number 843437 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10