Childminder 145229

Inspection date

Previous inspection date 09/09/2014 01/09/2009

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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

 Children are cared for in a warm, welcoming family home where their well-being is effectively promoted, as the childminder knows them well and meets their individual needs.  The childminder provides a positive role model for children, demonstrating an enthusiasm for continuous learning. As a result, children are motivated and eager to learn.  The childminder has a good understanding of her responsibilities with regard to child protection. Her home is safe and she takes effective steps to reduce potential dangers.  The childminder maintains clear policies, procedures and children's records, which she regularly updates and makes accessible for inspection. Regular reviews of her practice ensure she stays up to date and she attends regular training to promote further children's welfare, learning and development.

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It is not yet outstanding because

 There is scope to improve further the quality of support for communication and language.  Strategies to engage parents in their children's learning in the setting and at home are not fully effective.

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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 playing with children in home and garden.

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Inspection activities

 The inspector spoke to the childminder about childcare practice at suitable times throughout the inspection.  The inspector sampled a range of documents.

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Inspection activities

 The inspector took account of the views of parents through feedback letters provided by the childminder.

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Information about the setting

The childminder registered in 1993. She lives with husband, and adult children, one of whom is studying at university, in a house in Devizes. Only the ground floor is used for childminding except for one bedroom for a sleeping baby. There is a fully enclosed garden for outdoor play. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently three children in the early years age range who attend part time. The childminder also cares for a number of older children on a part-time basis. The childminder lives close to shops, parks, schools and pre-schools. The childminder regularly attends the local childminding group.

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

 further extend partnerships with parents so that there is a greater sharing of information to boost children's learning at home and in the setting.

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

 raise the quality of teaching to a consistently high standard by enhancing provision for communication and language, for example, by exploring speech and sound through songs and rhymes

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who attend

The childminder has a secure knowledge of the Early Years Foundation Stage and demonstrates a good understanding of how children develop and learn. She collects information about children's skills and abilities from parents when children first start attending, such as what they like to play with and what they can already do. She keeps records of observations of children's play supported with photographs of them at their activities, which she shares with parents. She uses these observations to assess and monitor children's development. The childminder has a good understanding of the progress check for two-year-old children. She can identify what the children in her care are able to do and areas where children's development is less than expected to support this summary assessment. She provides parents with summary assessments of children's learning and talks with them about what their children are learning. However, there is

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who attend

scope to develop the communication with parents to provide greater levels of support for children's learning in the setting and at home. For example, she can share ideas with parents about how to support their children's development in speech through songs and rhymes. The childminder responds to children's interests. For example, when children noticed the marks their wet boots have left on the patio she found a bowl of water and children extended this interest to splashing in the bowl, making more prints with wet boots and their hands. The childminder takes effective steps to extend children's learning. For example, when children chose to play in sand tray she found additional toys such as diggers and scoops to link with their interest in transport. She sat with them and she modelled role-play scenarios playing with the small figures and joining in with children as they mimicked the sounds diggers make. She spoke clearly with the children to promote a

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who attend

good understanding of the correct sounds of words. She helped children expand on what they said by reinforcing the use of more complex sentences.

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who attend

The childminder extended children's vocabulary when they looked at books together and she named objects around them. She encouraged them to talk about what they are doing. However, although she focuses well on children's developing language there is scope to increase the teaching of language, for example, through repeated phrases in stories, songs and rhymes. The childminder provides children with a wide range of interesting activities. They often go on outings to the park to use large play equipment. The childminder encourages active play and children enjoy running across the large grassy spaces. They meet with other childminders and children. These various outings promote children's personal, social and emotional development effectively, by helping them build confidence interacting with other people.

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

The childminder provides a warm, caring environment where she knows the needs of individual children well. Children form good bonds with the childminder and her family and they feel secure in her home. The childminder encourages children to be independent. She teaches them to put their coat in their box when they first arrive and helps them to put their wellingtons on before they paddle. This helps children to be independent from a young age

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

Through daily activities outside, children benefit from fresh air and exercise. Children are eager to go outside to play with the equipment available. The childminder teaches them how to play constructively, and take care as they use the equipment. The childminder also takes children on outings to the local park and woods, where there are further opportunities to explore and develop their large muscles and coordination skills.

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

The childminder is mindful of children's safety and supervises them well. She teaches children about road safety when going for walks and evacuation procedures in the event of a fire in the home. Children demonstrate how safe and secure they feel with the childminder. For example, young children move confidently around the childminder's home, such as when they select the toys they want to play with from the selection on the shelves and ask for help when they cannot quite reach.

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

The childminder provides children with clear and consistent boundaries. This helps them behave well and understand behaviour expectations. For example, the childminder encourages children to help tidy up and put the toys away when they have finished with them. This also helps to keep the floor safe and prevent children falling over.

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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 if she should have a concern about the welfare of a child. The childminder has a system for risk assessment and is vigilant to minimise hazards, so children play safely under her close supervision. She ensures that her home is secure so that children cannot get out and ensures that children do not slip when they play with water.

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provision

The childminder has a good understanding of child development and of 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. The childminder collates this information in a learning record for each child. She shares this with parents to keep them well informed about their children's development. This allows them both to ensure children are making good progress overall. Parents feel well informed about their children's learning and feel that their children are developing good social skills and confidence in preparation for their attendance at pre-school. However, the childminder does not consistently encourage parents to support children's learning at home through sharing ideas to extend children's development and learning.

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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. She speaks to parents each day and welcomes their feedback about her service. The childminder demonstrates a commitment to ongoing improvement by attending training. This helps her update her knowledge and put into practice 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. 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 145229 Local authority Wiltshire Inspection number 843155 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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