Childminder in Swindon

Inspection date

Previous inspection date 14/10/2014 24/02/2009

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early years provision

This inspection: 2 Previous inspection: 2 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 has good knowledge of children's needs and interest, and plans a range of interesting, challenging experiences to aid their learning, so that they make good progress from their starting points on entry.  The childminder implements the learning and development requirements well. She constantly strives to improve learning opportunities and provision for children.  The children are eager to learn because the childminder responds well to what they do and say, and extends their learning opportunities .  The childminder safeguards children effectively and promotes their well-being.  The childminder maintains close partnerships with other providers, which help to prepare children well for their next stages in learning.

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It is not yet outstanding because

 The childminder does not always provide a highly stimulating learning environment to promote investigation and critical thinking, which does not encourage the children to explore, take risks and respond to challenge as well as possible.  The inside and outside learning environment does not encourage mathematical investigation and development through seeing and using numbers, signs and symbols, therefore missing opportunities to develop mathematical thinking and understanding.

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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 activities in the different rooms.  The inspector looked at children's assessment records.  The inspector spoke with the childminder throughout the inspection.

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Inspection activities

 The inspector took account of parents' written views on their children's learning, and development.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, training certificates, risk assessments, policies and procedures, and self-evaluation systems.

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Information about the setting

The childminder registered in 2004. She lives with her husband and two children. They live in the Shaw area of Swindon, Wiltshire. The downstairs area of the property is used for childminding, and one bedroom upstairs for sleeping facilities. There is an enclosed garden available for outside play. The childminder has one small dog. The childminder is registered on the Early Years Register, and on both the voluntary and compulsory parts of the Childcare Register. There are 10 children on roll who all attend on a part-time basis.

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Information about the setting

The childminder is currently caring for five children in the early years age group. The childminder also cares for older children. The childminder operates all year round from 7.30am to 5.30pm Monday to Friday, and offers before and after school care. The childminder walks to local schools and pre-schools to take and collect children. The holds a relevant qualification at level 3.The childminder receives funding to provide free early education for two- and three-year-olds.

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

 develop a rich, highly stimulating learning environment to encourage more active investigation through exploration, to extend children's learning and development and help them make rapid progress from their starting points on entry

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

 enhance mathematical learning by providing children with daily opportunities to see and use numbers, signs and symbols, to develop and extend early mathematical understanding.

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who attend

The childminder knows the children very well. This is because she constantly seeks information from parents on what their children can do before they start at the setting. The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. With this knowledge and information she then plans interesting activities which closely match the children's stages of development, and encourages their next stages in their learning. The childminder shows infectious enthusiasm and engages the children's attention. Through regular observation the childminder is sensitive to what the children enjoy, and she then identifies activities which will motivate further learning. For example, during a recent walk the children asked about hedgehogs. The children had been thinking and learning about autumn and this question developed into an investigation and discussion about hedgehogs and hibernation. The

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who attend

childminder extended this learning about the world into further discussion and an art activity. This helped children develop their learning in communication and language, and the expressive arts and design. As a result of such challenging activities, the children's own interest is developed and learning extended. This means the children are engaged well, eager to learn and make good progress in their learning and development.

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who attend

The childminder regularly organises interesting trips and visits to broaden children's experiences. The children benefit from using the local park and soft play area. These outings not only aid physical development but encourage cooperation and communication skills. The childminder has a very good relationship with the parents. She works closely with them to enhance their children's learning. For example, one parent wanted to introduce finger-foods to her child and asked the childminder for advice. To encourage the development of these skills the childminder organised food for the child to feel. Whilst in a highchair the child had small bowls of jelly and pasta that they could feel and eat by feeding themselves. This encouraged the child's coordination, and allowed the child to discover a new way of eating. The effective joint working between home and the childminder therefore promotes progress.

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who attend

The children are very secure in their key areas of development. The childminder makes good use of daily routines to promote further development. The children are encouraged to choose toys through using a useful picture-selection board. This board promotes discussion and child-directed activities. The variety of inside and outside areas enables children to direct their learning further, which promotes their independence as learners in readiness for the next stage. The childminder provides appropriate toys to meet the children's different needs, so their learning progresses. When children are about to start school, the childminder discusses their individual needs with the teacher and parents so she knows how best to support learning ready for the transfer. This not only progresses the children's skills but boosts self-confidence and self-belief. This shows the childminder's interest and concern which ensures the children learn and progress well.

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who attend

The childminder promotes children's early mathematical development in various ways, such as counting down when preparing a child's milk. Also during nappy changing, the childminder sings songs and counts, and this action means children hear basic mathematical language. However this learning is not extended to include opportunities for children to see and play with numbers, signs and symbols linked to mathematics. Therefore, opportunities to develop mathematical problem solving, investigation and exploration to further mathematical understanding are underdeveloped.

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who attend

The childminder undertakes assessment continually through regular discussions and observation of the children. She uses an effective system that ensures the children's learning is continually progressing and new learning experiences are developed.

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who attend

Parents speak very highly of the childminder's setting. They appreciate her support, and compliment the childminder on understanding and teaching their children so well. The childminder has established effective two-way communications with parents, This means parents are very well informed about their children's progress and daily activities. The childminder engages them well in their children's learning.

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

The childminder provides a welcoming, safe environment where the children feel safe, supported and encouraged. They choose from a good range of resources that are accessible to them. The childminder has made improvements to the inside and outside learning environments since the last inspection. The children now have access to more rooms that have been organised well. These offer, for example, messy and quiet-play areas. This enables the children to direct their own learning and to play independently. The learning environment, although improved, is still not highly stimulating and constantly engaging. This prevents children extending their investigation and exploration to hasten progress. Resources are not consistently available that encourage critical thinking or problem solving, so the children can take suitable risks and the childminder can provide more opportunities to challenge learning.

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

The children's personal independence is encouraged well. For example, the childminder provides labelled hand towels for the children to manage their hygiene and self-care. A poster reminding the children why hands need washing encourages the children to remember routines and to understand them. The childminder uses her pet dog to promote further understanding and discussion of hygiene routines. The childminder meets other childminders regularly, which provides opportunities for the children to interact and communicate with a wider variety of people and other children to develop their social skills. It also enables the children to take part in a wider variety and range of learning experiences.

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

During daily walks to and from school, the childminder takes the opportunity to teach children about road safety and encourages them to be safe and aware of dangers. These practical experiences enable the children to understand how to keep themselves and others safe. Physical development is encouraged using the outside equipment and through regular visits to local play areas. The childminder uses her inside area well for physical development too, encouraging rolling, crawling and attempts to stand whilst being supported. These activities ensure physical exercise is regularly encouraged and promoted.

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

The childminder is a very good role model to children. She consistently encourages politeness and good behaviour. Even with the baby the childminder says, 'Please' and 'Thank you', which ensures such practice is firmly established and consistently encouraged across the age range. When eating snack or at mealtimes table manners are encouraged and the children talk and listen to each other. The children discuss what they are eating and they help to prepare the food. This promotes discussions about healthy eating and lifestyles. These activities develop a positive awareness of each other's needs and opinions, and extend the children's learning.

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

The childminder supports the children well with settling in and encourages parents to stay for a session initially to observe routines. This helps both the parents and children to get to know each other, and encourages the children to be happy, confident and emotionally secure in the childminder's care. The childminder communicates regularly with local schools and spends time each day ensuring the school age children settle in happily. This enables the childminder to develop a close relationship with the staff and ensures the children feel secure and supported when moving on to school or pre-school.

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provision

The childminder meets the requirements of the Early Years Foundation Stage well. The childminder protects and promotes the children's welfare through a good understanding of safeguarding procedures and up-to-date training. The childminder has a current first-aid certificate and regularly undertakes fire drills. This ensures the childminder deals with accidents efficiently. Children learn safety practices and understand why these are undertaken. The childminder carries out regular risk assessments of her premises and for outings. The childminder has all the correct documentation organised efficiently and confidentially.

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provision

The childminder understands the importance of regular monitoring and assessment. She uses her observations and assessment to identify accurately any gaps in the learning and to plan the next stages in learning. This means she quickly identifies and closes any gaps in children's learning. Specific children's needs are swiftly identified meaning interventions and support are put into place ensuring all children make good progress in relation to their starting points.

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provision

The childminder is enthusiastic, focused and reflects on her practice. She evaluates her practice accurately and reviews activities, gaining support from partnerships with other providers, local clinics and advisors to drive improvement of her provision. Through using a 'Notebook of ideas' she makes improvements, gleaning new ideas from this support network. This approach identifies any training or personal development requirements. As a consequence of this self-review, the childminder is keen to undertake a singing and signing course in the future.

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provision

Improvements in the provision are evident since the last inspection, with the recommendations addressed appropriately. However, learning opportunities are not consistently varied, rich and highly stimulating to promote child-directed exploration and investigation to the highest levels across the educational programmes.

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provision

Partnership with parents has significantly improved, and the childminder now has very strong partnerships with parents and other providers. This ensures a consistent approach towards supporting all children to make good progress.

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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 EY291242 Local authority Swindon Inspection number 833799 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 10

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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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