Childminder in Wiltshire

Inspection date

Previous inspection date 12/09/2014 22/09/2008

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

 The childminder has a secure understanding of children's individual learning needs. Consequently, children receive good support to help them progress towards the early learning goals.  Children are very happy and settled. They have a strong bond with the childminder and relish the positive interaction and support they receive.  Children's communication and language skills are developing rapidly because the childminder talks to them during daily activities and routines.  The childminder works closely with the parents to support children's ongoing progress

p.1

It is not yet outstanding because

 The childminder does not make use of effective teaching strategies to maximise and extend children's mathematical learning.

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 the childminder engage in a range of indoor learning activities, play and daily care routines with the children.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector sampled a range of documentation, and discussed safeguarding policies and procedures, self-evaluation and children's learning records.

p.2

Inspection activities

 The inspector took into account the views of parents spoken to by telephone on the day

p.2

Information about the setting

The childminder registered in 2008 and is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder lives in the Lyneham area of Wiltshire with her husband and their older children. Childminding takes place in the ground floor play area, lounge and kitchen/diner. Other areas of the home are used at the childminder's discretion. There is an enclosed rear garden available for outdoor play. There are currently seven children on roll in the early years age range, whom attend on a full- or part-time basis. The family have a pet dog and cat. The childminder attends toddler groups and other activities in the local area. She visits the shops and park on a regular basis. The childminder takes and collects children to the local school and pre-school. The childminder holds an early years qualification at level 2 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:

 make greater use of opportunities for children to use numbers and counting within their play and activities in order to enhance their understanding of, for example, simple calculation.

p.3

who attend

The childminder has a good knowledge of the Early Years Foundation Stage and demonstrates a secure understanding of how to engage and capture children's interests. She fully recognises that children learn through play. Therefore, children are enthusiastic and motivated learners. The childminder regularly observes children to understand their individual stages of development, assess their progress and identify their individual next steps needed in learning. She uses the information gathered to help identify areas where children are below, or exceeding, expectations, as well as their progression since the last assessment. The childminder gives parents regular feedback about their children's activities and achievements. For example, she sends home a diary, which gives a daily account of their child's activities, routines and achievements. The childminder encourages parents to contribute their ideas regarding their child's interests, achievements or future

p.3

who attend

development goals. This enables her to promote continued teaching and learning between home and the setting. As a result, children make good progress and develop the skills for their future learning.

p.3

who attend

The childminder places a strong focus on promoting children's communication and language skills. She forms close attachments with children by singing rhymes and songs and they look at favourite books together. Children enjoy the experience of sharing stories and they point enthusiastically at the familiar pictures in books. The childminder teaches children how to care for books and this in turn enhances their early literacy development. The childminder asks children open-ended questions during their play, for example, 'Why is the cloud in the sky? This encourages children to think for themselves. The childminder talks to the children all the time and she sits at their level to encourage their learning and conversations. She also gives them time to play at their own pace with activities and resources they enjoy. For example, children investigated electronic music toys to find out how they work, by pushing buttons and moving to the music. Children sang number songs

p.3

who attend

with the childminder and completed number insert puzzles. However, the childminder did not always fully extend and build on the children's mathematical learning to introduce them to simple number problems. This means they have fewer opportunities to learn about numbers and counting, as they play and during routines, such as snack time.

p.4

who attend

Children have good opportunities to practise their early writing skills using a range of resources, such as pads, paint, felt pens and chalks. Children's enjoyment is evident as they see the marks they make on the paper and squeal with accomplishment. Creative development is fostered, as children's imagination is stimulated through creative activities. For example, they take part in cutting and sticking activities, junk modelling and painting. The childminder supports children's physical development effectively as children freely access soft balls to throw and kick, and bricks to build towers, improving their movement and handling skills. Children develop their social skills well as the childminder takes children to playgroups or soft-play venues each week. Such activities enable children to learn about the world around them and the local community in which they live. The childminder ensures that children have a wide range of experiences across all areas of

p.4

who attend

learning.This means children are able to follow their interests and make more choices about their play.

p.4

who attend

The childminder has a good understanding of the required progress check for two-year-old children and can identify what the children in her care are able to do to support this summative assessment. This helps the childminder and parent to identify any aspects of development where children may need more support. As a result, the childminder supports children well and helps them develop the skills needed for their next stage in learning and on to school, when appropriate.

p.4

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

Children develop warm relationships and secure bonds with the childminder, turning to her for reassurance and comfort when needed. Children are happy because the childminder provides a relaxed, caring and welcoming environment for all children and their families. She encourages new parents to visit with their children and stay for settling-in sessions. This means she can get to know the families well, before she starts to look after the children. It also helps to ensure that children have a high sense of well-being, and this helps them develop confidence and self-motivation. Children behave well because the childminder uses consistent methods, and age and stage appropriate explanations providing children with a clear understanding of acceptable behaviour. Children learn through gentle reminders during play and effective distraction techniques promote good sharing of favourite toys. This enables children to understand rules and boundaries

p.4

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

The childminder has a good understanding of how to promote the health and safety of the children in her care. The childminder recognises when children are tired and need a nap, and manages their other personal care needs very well, such as changing nappies in a hygienic manner. She promotes children's awareness of health and safety through daily routines, discussions and activities. For example, she reminds children not to walk around while drinking from their beaker in case they fall. Children are provided with healthy snacks and meals, this promotes their awareness of healthy eating. Children independently washed their hands before snack maintaining healthy practices. The childminder promotes healthy lifestyles as she takes advantage of the outdoor learning environment by visiting the local woodland areas. The childminder makes very good use of other local venues, such as parks and playing fields, to offer children alternative, enjoyable

p.5

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

outdoor opportunities where they learn about nature and extend their physical development. They learn to cooperate and play alongside others at the park, which successfully helps their social development.

p.5

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

The childminder plans the environment well by ensuring there are varied resources laid out in different areas of the room. This encourages children to explore the resources and independently choose their play. Gentle reminders from the childminder to put toys away when they have finished with them ensure they continue to play safely in sufficient space. The childminder ensures good safety precautions are in place within the home, such as safety gates to prevent their access to some areas of the home. This ensures that she is able to supervise children closely during activities and ensure their safety at all times. Inclusion is given good attention and all children are warmly welcomed, valued and respected. The childminder is fully aware of the importance of liaising with other professionals to ensure children receive any additional support they may need, and that transitions to nurseries or school are smooth and children are fully supported.

p.5

provision

The childminder implements the safeguarding and welfare requirements effectively. For example, she has attended safeguarding training and has a clear knowledge of how to protect children and who to contact if any concerns arise about a child in her care. Safeguarding procedures are readily available and they are informative to demonstrate to parents the childminder's role in keeping children safeguarded and what happens if there are concerns. The childminder is well organised and has a comprehensive range of policies and procedures, for example, the use of mobile phones and cameras in her setting. The childminder completes risk assessments and follows procedures to safeguard children while in the setting and during outings. The childminder records the numbers of children she cares for, and the times they attend daily. Consequently, children are kept safe.

p.5

provision

The childminder has good knowledge of the learning and development requirements of the Early Years Foundation Stage and monitors her assessments and planning to ensure children continually make good progress. She actively develops her knowledge through training courses. Consequently, her understanding of current legislation and practice means children receive good quality teaching and care. The childminder is committed to improvement and ensuring her evaluation of her service results in better outcomes for children. She involves parents and children in the evaluation process and takes their opinions and ideas into consideration when enhancing the setting. This helps to ensure everyone feels valued and included in developing the setting further to meet everyone's needs, to the direct benefit of children in her care.

p.5

provision

Parents speak highly of the childminder. They praise how happy and settled their children are and how much they look forward to attending. The childminder works equally well with other professionals and early years providers. She holds regular discussions with other settings children may attend to maintain continuity in children's learning and development. Consequently, the childminder provides a good quality of care and learning to meet children's individual needs.

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 EY373558 Local authority Wiltshire Inspection number 844374 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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