Childminder in Wiltshire

Inspection date

Previous inspection date 29/10/2014 05/08/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder provides a friendly, welcoming approach and children respond easily to her.  The childminder takes children out regularly for walks and visits to local parks, which provides them with positive opportunities for exercise.  Children are happy in the childminder's care and participate in a suitable range of age appropriate activities.  The childminder encourages children to be kind to others and they behave very well.

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It is not yet good because

 The childminder is not aware of the systems for completing the required progress check for two-year-old children and sharing this with parents.  The childminder has not fully established effective systems of monitoring children's developmental progress in all aspects of their learning.  The childminder has not fully established systems of liaison with other settings they attend to fully promote a continuous approach to children's care and learning.  The childminder does not always use self-evaluation to help her improve her practice.

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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 in their play and interacting with the childminder and her assistant.

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Inspection activities

 The inspector sampled documentation, such as the childminder's operational policies and procedures and regulatory documentation.

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Inspection activities

 The inspector viewed and discussed children's developmental records.  The inspector took into account the written views of parents.

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Information about the setting

The childminder registered in 1983. She lives with her husband and adult daughter, who also works as her assistant, in Salisbury, Wiltshire. The house is close to schools, pre- schools and parks. Children use a lounge, dining area, kitchen and toilet facilities downstairs and a bedroom for sleeping upstairs. The garden at the back of the home is not used for childminding and the childminder takes children out to local parks.

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Information about the setting

The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She is currently minding four children, all of whom are in the early years age group.

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must:

 improve knowledge and understanding of the process for completing the progress check for two-year-old children and provide parents with a written summary of their child's development, which identifies their strengths individual developmental needs

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must:

 improve the use of observation and assessment to effectively monitor all children's progress, identify gaps in their learning and plan their progression.

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

 strengthen the partnerships with other settings children attend to fully support a continuous approach to meeting their care and learning needs

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

 develop further the systems of self-evaluation to help assess all aspects of practice, accurately target areas for improvement and make sure all requirements are fully met.

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who attend

3The childminder demonstrates a generally sound understanding of child development. She makes some observations of children's interests. This helps her provide activities that children enjoy, which encourages their participation in play. For example, children became absorbed in playing with the train set and pushed the trains back and forth along the track. They played happily with the small world people on the colourful pirate ship. This supports children in developing their imaginative ideas through their play. Consequently, they make satisfactory progress in their learning overall. However, the observation and assessment systems are not sufficiently established to support children's consistent achievement in all aspects of their development. For instance, some daily routines, such as mealtimes are not used effectively to fully promote children's independence and learning. This means children do not always develop their self-care skills and

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who attend

understanding of positive hygiene practices as well as they could.

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who attend

The childminder involved children well in their play through her use of open-ended questions. For example, she provided glittery stickers for children to stick on paper. She asked children what they thought the picture on the sticker was and then asked about the shape and colour. This effectively encouraged children's language awareness as the childminder reinforced and introduced words, such as perfume and watch. The childminder provides further craft activities, such as cutting, gluing and sticking glitter and shapes to make pictures. This helps children develop their creativity in art and design. The childminder encourages children's enjoyment of stories as younger children feel the soft fur in a touchy-feely book. This promotes children's interest and helps them start to handle books carefully. The childminder used colourful picture cards to help children start sounding out the initial letter of words. For example, she showed them 'h' for hat and

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who attend

talked about 'r' for robot. This effectively encourages children to start linking sounds with letters and promotes their early reading awareness. This contributes to how children develop their future skills. The childminder brings counting into everyday routines and activities. For example, she asked children how many pieces of cucumber they had in their lunch box. Children replied that they had five pieces. The childminder then asked them how many they would have if there was one more. They eagerly replied, 'six pieces' and then counted to ten with the childminder. This effectively supports children's developing enjoyment of counting and understanding of early addition. The childminder talked to children about the shape of the conkers that they collected on their walks. Children told her the conker was like a circle and she reinforced this awareness saying it was also round. Children concentrated well as they built towers with the colourful bricks. The

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who attend

childminder talked about the size of the towers and asked children which was the tallest and the smallest. Consequently, children start to gain an understanding of space, shape and size, which promotes their early mathematical awareness.

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who attend

The childminder forms positive relationships with parents. Written comments seen at the visit note that parents felt their children loved going to see the childminder. They note that she is caring and kind. The childminder keeps parents informed of children's activities through daily discussions. This contributes to how she encourages their involvement in their child's learning. The childminder makes attempts to liaise with other settings that children attend. However, she has not fully established effective systems for sharing information on all aspects of children's development. For example, so that she is fully aware of what other settings are doing to support children's next steps for learning. Consequently, this means she does not have all the information she needs to help her promote continuity in children's care and learning fully.

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

Children develop warm, positive relationships with the childminder and her assistant and respond happily to their gentle humour. This helps children to feel safe in their care. The childminder provides a comfortable home and organises space well to enable children to move around easily in their play. Children independently access a range of toys and resources that support their all round development. For example, they chose a favourite book to read with the childminder and listened intently to the story. This effectively supported children's enjoyment of stories and their early literacy skills.

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

Children use a child-size table and chairs and sit comfortably for their meals. The childminder talked to children about the foods their parents provided for their lunchbox. Children said they liked peppers and cucumber, which showed a positive attitude to healthy eating. The childminder and her assistant act as positive role models and keep consistent boundaries. They encouraged good manners and children naturally said please and thank you. The childminder encouraged children to share and be kind to their friends. As a result, children behaved well and played cooperatively together. The childminder encourages children to develop some self-care skills. For example, they take their shoes off on arrival. The childminder supports children in managing their toilet training, which encourages their independence. However, children did not wash their hands before eating their snack or lunch. Consequently, the childminder is not consistently promoting

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

children's good health and well-being fully in preparation for their move to school.

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

The childminder does not use her garden with children, so takes them out regularly for local walks. For instance, they visit a nearby park. Children said that they liked going on the swings, slide and the roundabout. They also enjoyed throwing and catching a small blow-up pumpkin with the childminder. Children laughed with excitement as the pumpkin bounced around and they chased after it. This provides children with opportunities to exercise and develop control of their movements. The childminder encourages children to learn about crossing roads safely on their walks. For example, she talks to them about looking and listening for cars. In addition, she teaches them to look for the established pedestrian crossing signals. This helps children to develop some understanding of how to keep themselves safe from harm. The childminder has established procedures for evacuating her home in an emergency. However, she has not practised these with the

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

children. This means she does not consistently support children in developing all aspects of their self-care skills. For instance, so that they effectively learn how to leave the premises quickly and safely in an emergency situation.

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provision

The childminder demonstrates a generally appropriate understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. However, she is not fully aware of the process for completing the required progress check for two-year-old children. This means the childminder does not always monitor younger children's learning effectively and share this information with their parents. This a breach of the statutory requirements for the Early Years Register. The childminder completes risk assessments of her home and implements suitable safety measures. For example, she keeps her front door locked and records the attendance of visitors. This helps to keep children safe and secure. The childminder shows some reflective practice as she has attempted to address recommendations set at the last inspection. For instance, she has started to develop some systems of observing and summarising children's learning through their play. The

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provision

childminder obtains parents written permission for administering any medication. She records and discusses the process of administration with them. In addition, she provides appropriate information for parents so they are aware of her responsibilities in caring for children. This promotes some continuity in children's care and provides reassurance for parents. The childminder has also attended safeguarding training. Consequently, she has developed an appropriate understanding of the procedures to follow should a concern arise with a child. This helps to promote children's welfare appropriately. However, the childminder has not fully established effective systems of self-evaluation. For example, she does not clearly monitor whether she meets all statutory requirements or promote children's good health effectively. Consequently, the childminder does not always identify how she can improve her practice and fully promote positive outcomes across all aspects

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provision

of care and learning. The childminder works closely with her assistant. This enables her to support the assistant's work and ensure she is aware of her role and responsibilities.

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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 145783 Local authority Wiltshire Inspection number 814103 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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