Childminder in Wiltshire

Inspection date

Previous inspection date 06/10/2014 22/06/2009

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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

 The childminder provides good support to promote children's speaking and listening skills, preparing them well for school.  The childminder makes effective use of books and real experiences for children to make links across their learning to develop their understanding further.  Children have ample opportunities to learn about the natural world first-hand.  The childminder helps children to become confident learners and build strong relationships, which promotes their positive well-being.

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It is not yet outstanding because

 The childminder sometimes misses opportunities to promote children's mathematical development fully during adult-led activities.  The childminder does not have a clear system for seeking parents' feedback as part of her self-evaluation for continuous improvement.

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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 children's free play and a planned activity indoors.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector checked safeguarding information and the areas of the premises children use.

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Inspection activities

 The inspector took account of the childminder's self-evaluation and personal development.

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Inspection activities

 The inspector sampled documentation, including policies and procedures, and children's development records.

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Information about the setting

The childminder registered in 1999. She lives with her husband and adult son in Bradford- on-Avon, Wiltshire. Minded children use the whole of the ground floor of the house. The childminder uses their paddocks and plans local outings for outside play. She attends the local parent and toddler group with minded children. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She currently cares for six children in the early years age range. The family has a parrot and four cats as pets. They also run a visiting 'Little Zoo'. The animals are not accessible to the children without written permission from their parents. The childminder has experience of supporting children with special educational needs and/or disabilities. She collects and drops off children at the local school and pre-school.

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

 use adult-led activities more effectively to extend children's learning fully and promote their mathematical development further

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

 devise a formal way to seek parents feedback regularly as part of the self- evaluation process to drive improvement fully.

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who attend

The childminder has a good understanding of how to plan interesting and challenging activities for children promoting all areas of their development. She has long discussions with parents prior to children starting at her setting. This enables her to help children settle quickly and to plan effectively from the start to promote their learning and development. The childminder uses a form to record clear information regarding children's starting points consistently. The childminder makes regular observations of children's achievements and uses photographs and written comments to record children's individual progress. She shares these with parents so that they can exchange information and support their children's learning at home.

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who attend

Children move freely around becoming independent learners using a wide range of tools and resources. For example, the children enjoyed banging, shaking and exploring the instruments. Babies also pulled themselves up on the furniture to bounce their whole body up and down in rhythm to the music. Children become engrossed in their learning because the childminder joins in with their games and helps them to extend their ideas by adding more resources. The childminder provides good support to encourage children's language and communication through their play. For example, as children played with the vehicles she encouraged them to talk about their experience of travelling on a train. As a result, children excitedly recalled what they had done, seen and enjoyed. This helps them to link their play to real experiences. Babies demonstrated their understanding as they responded appropriately to the childminder's questions such as, 'Where is the bus?' The childminder

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who attend

role models the correct use of language and uses lots of visual signs. This supports babies and children with special educational needs extremely well with their language acquisition. They learn new vocabulary and show their pleasure when the childminder praises them for using the word correctly. Children become increasingly aware of their own self-care. Older children ask for the toilet and know to wash their hands afterwards. All of these skills prepare them well for school.

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who attend

The childminder plans exciting activities that children of all ages enjoy. For example, babies explored the textures and noises of different materials, while older children chose craft materials for a purpose. However, during adult-led activities the childminder concentrates on her focus learning intentions. Consequently, she misses some spontaneous teaching opportunities for children to learn about shape, size and weight. For example, during the craft activity the childminder did not encourage children to identify the size and shape of the materials they stuck to the paper. Children develop an extensive knowledge of the animal kingdom, such as how big a real reindeer is when one comes up to the kitchen window. They notice the patterns on the raccoon's hair and know that not all animals eat the same things. Children develop a love of books because the childminder uses them well to support children's learning. For example, children matched items in a

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who attend

book to the real thing in the childminder's home, such as flowers in a vase. The childminder hesitates during a story so that children fill in the gaps, which promotes their literacy and listening skills. Children count how many items they can see in the pictures and the childminder uses additional photographs prompting further discussions about finding a spider's web. Children later recalled stories and demonstrated their imagination as they dressed up and took on the role of different characters. As a result of the childminder's effective planning and teaching, all children make good progress in their learning and development.

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

Children are confident and happy in the childminder's home. She promotes their well- being effectively so that children are emotionally secure. This positive experience prepares them well for moving onto another provider and school. Children develop a good understanding of adults' expectations because the childminder is consistent in her behaviour management and praises children for good manners and sharing. The childminder supports children well with working together to achieve a goal. For example, children found that they could spread a mat out on the ground much quicker and easier when they helped each other. The childminder interacts well with children while changing nappies, reassuring them so that they feel secure. Parents comment positively regarding the childminder working in partnership with them and helping their children to stop wearing nappies. Additionally, they talk about how happy their children are to go to the

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

The childminder has reorganised the premises so that children have plenty of space to play. They can initiate their own learning through using a wide range of resources. The low-level containers and shelving enable children to make independent choices. For example, all the children laid out the road mat and took the box of vehicles from the shelf. The childminder makes good use of the animals on her premises for children to learn about their similarities and differences. She organises many outings in the local environment so that children gain a good understanding of their community and the natural world. For example, they collect different nuts on nature walks and bring them home for the animals, then watch the squirrels as they collect them. Children have daily opportunities to be outdoors, use large equipment at the park and attend toddler groups. Children play with a range of resources that provide positive images of people's

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

differences and represent the backgrounds of the children attending. As a result, children learn to value each other and understand their similarities.

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

The childminder follows good procedures to protect children's health and keep them safe. She attends regular training in first aid and child protection. As a result, she has a good knowledge of the procedures to follow should a child be at risk or have an accident. Children develop a good awareness of a safe and healthy lifestyle. They learn to use tissues to wipe their nose and after disposing of the tissue in a bin they use antibacterial wipes on their hands. Children eat, sleep or rest according to their individual needs. The childminder recognised signs that a young child may be tired and offered them an early snack, for example. This ensured that they went off happily for their sleep. The childminder uses a local Forest School facility to extend children's understanding of managing age-appropriate risks. She also uses stories and routines to discuss children's awareness of keeping safe, such as not touching the oven because it is hot. Children know

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

that some animals are not as friendly as others and which ones they must not touch. Children have good opportunities to be outdoors and, as a result, become aware of the importance of exercise. They enjoy nutritional snacks and regularly drink water, gaining a good understanding of healthy eating and the effect this has on their body.

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provision

The childminder has a good understanding of how to promote and meet the requirements of the Early Years Foundation Stage. She has all required documentation to safeguard and promote children's welfare. She carries out effective risk assessments to help her keep children safe while promoting their learning and development, including when visiting the animals. The childminder has improved her systems for monitoring children's development, which was a recommendation at her last inspection. She completes the required progress check for two-year-old children and carries out regular summaries of all children's development. This helps her to seek additional support quickly in order for children to continue to make good progress. Since her last inspection, the childminder has worked hard to improve her practice. She seeks regular support from the local authority adviser and attends further training. For example, she has improved her knowledge of how to observe children's development and

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provision

plan their next stages of learning. As a result, she now understands the benefit of making regular observations to identify any gaps in children's development and plan effectively to close them. The childminder informs parents verbally that she welcomes their opinions and wants to ensure that she meets their wishes. However, she does not have a formal system to gain their feedback on specific areas of her practice to promote continuous improvement further. The childminder regularly evaluates her practice and identifies most priorities to ensure good outcomes of children. For example, she now plans more outdoor and sensory activities and has attended training to learn sign language. The childminder states that this helps promotes the development of all children, particularly babies and those with special educational needs and/or disabilities.

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provision

The childminder forms strong partnerships with parents and makes good links with other settings children attend. Parents' comment on the great support and constant information they receive regarding their children's care and development. The childminder sends parents texts during the day to inform them immediately of their child's significant developmental achievements. The childminder collects children from the local pre-school, which enables her to have discussions with their key person. This helps them to be consistent in their approach to children's learning and care. Consequently, the childminder meets children's needs and promotes their welfare effectively.

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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 145025 Local authority Wiltshire Inspection number 845659 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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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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