Childminder in Swindon

Inspection date

Previous inspection date 03/11/2014 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 provides a warm, caring and welcoming environment where children settle well and feel safe and secure.  The childminder uses children's interests to develop their learning and development through a good range of activities and experiences. Consequently, children make good progress.  The childminder builds good partnerships with parents. As a result, she knows children well and is able to meet their individual needs.  The childminder uses risk assessments to identify and minimise hazards, and implements policies to promote children's safety and well-being.

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It is not yet outstanding because

 The childminder does not provide ample opportunities for babies to enjoy physical time outdoors.  The childminder does not consistently promote children's awareness of diversity and culture.

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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 spoke with the childminder at appropriate times during the inspection.  The inspector observed children during play and activities.

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Inspection activities

 The inspector looked at assessments, observations, next steps and planning documentation.  The inspector viewed all areas of the home used for childminding.  The inspector took into account the written views of parents.

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Information about the setting

The childminder was registered in 2004. She lives with her adult son in Abbey Meads, Swindon. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The whole of the ground floor of the property is used for childminding. There is a fully enclosed garden available for outside play. The childminder is currently caring for six children under eight years; of these, three are in the early years age range, all attend on a part-time basis. The childminder is currently caring for children who speak English as an additional language. She walks children to and from local amenities and schools.

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

 provide greater opportunities for babies to enjoy physical time outdoors

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

 extend children's understanding of diversity with regard to culture.

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who attend

Children make good progress in their learning and development because the childminder uses effective assessment systems. She implements a mixture of adult-led and child- initiated activities and makes effective observations of children during play to inform future planning and next steps. The childminder takes into account children's individual learning styles and interests when planning activities. For example, children take great delight in banging very loudly on the drum when they realise how the beater works during a music activity. The childminder supports children's mathematical awareness by counting each time they hit the drum. Consequently, children enjoy their time with the childminder and develop well in their personal and social skills.

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who attend

The indoor play area is well resourced and rich in print and numbers. The childminder provides children with mark-making tools that they access independently throughout the day. She supports children's self-esteem by acknowledging their, 'lovely' pictures and children learn to feel valued when they see their creations displayed on the wall. The childminder supports children's curiosity of people and communities through conversations and activities, such as Chinese New Year. However, there are fewer opportunities for children to extend their understanding of diversity with regard to culture in their immediate environment. This is because there are fewer resources and displays which represent positive images of people in the community. The childminder supports children's communication and language development well. She chats to children consistently throughout the day and takes time to repeat certain words

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who attend

for children to copy. Children enjoy story time with the childminder who sits on comfortable sofas with children while they cuddle into her to listen. They begin to learn how things work as the childminder encourages them to lift the flaps of the book and turn the pages. The childminder provides ample space for children to develop physically. She takes them to local parks and soft play places, and older children make good use of the outdoor equipment in the garden. However, on occasion, the childminder does not provide babies with the opportunity to enjoy physical time in the garden. This means children are not consistently able to enjoy crawling, rolling and stretching outdoors as well as indoors.

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who attend

The childminder works well with parents to settle children into her home. When children first arrive, the childminder and parents work together to help the children settle. The childminder and parents share details of their children's likes, dislikes, skills and abilities. This helps children to be comfortable, relaxed and confident in order to learn. It also provides the childminder with a base for her planning, using children's interests and learning needs.

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

Children have secure attachments with the childminder who is warm and gentle with them. Children demonstrate they have made good relationships with the childminder by settling in quickly and approaching her for comfort. Children are happy and enjoy the activities provided for them. They benefit from the positive interactions of the childminder who makes learning fun.

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

Behaviour is good because the childminder uses positive praise, and because safe play is actively encouraged. For example, the childminder teaches children not to throw toys indoors and explains that it may harm another child. Consequently, children learn to be kind and considerate of one another, which effectively promotes their next steps in learning. Children select the activities they want to engage in for themselves because the childminder organises resources to encourage independence. Children receive praise for their achievements, which builds their confidence and helps them to feel good about themselves.

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

The childminder provides regular opportunities for children to socialise and enjoy the benefits of daily fresh air and exercise. She attends regular toddler and childminding groups and takes the children to local parks and play places. Children develop their awareness of people and communities as they walk to and from local schools. The childminder uses this time to talk to children about differences in people and places and raise awareness of features in their local environment. However, the childminder does not provide as many opportunities for children to see positive images of diversity in people and culture within the home. The childminder encourages independence well. For example, children are encouraged to feed themselves and wash their hands, dependent upon their stage of development. The childminder gives good attention to children's health and well-being. She has a good understanding of healthy eating and supports children in

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

making healthy choices for snack time. The childminder encourages the social aspects of sharing a meal and children sit together at the table for meals and snacks.

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

The childminder effectively ensures that the environment is safe for the children inside and outdoors with the use of detailed risk assessments. She puts safety measures in place to limit any possible hazards and reviews these regularly. For example, the childminder places a safety gate between the kitchen and the playroom and ensures the living room door remains closed to avoid unsupervised access to the stairs. The childminder has links with local primary schools and younger children accompany her when she takes older children to school. This helps them become familiar with the environment and prepares them for the move to school.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has undergone safeguarding training and has a good understanding of the possible signs of abuse. The childminder demonstrates good knowledge of the procedures to follow should she have any child protection concerns. Effective risk assessments of the premises, equipment and outings, mean children are able to play and learn in a safe environment. The childminder implements a range of policies and procedures that identify safe practices. She shares these with all parents at the time of the child's admission. This includes a complaints procedure. The childminder supervises children closely and has organised her home so children can move around safely and with confidence. She has an up-to-date paediatric first-aid certificate, which enables her to tend to any minor accidents or emergencies if they arise.

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provision

The childminder uses self-evaluation effectively to identify areas of good practice as well areas for improvement. She is keen to further her knowledge of children's learning and development and plans to attend training courses for this. The childminder has addressed all the recommendations from her previous inspection. She has effectively extended her risk assessments to cover outings and seeks the input of parents with regard to children's developmental progress. Good partnerships with parents are effective in supporting children's learning, development and care needs. The childminder keeps parents informed about their child's progress via daily diaries and learning journals. Written feedback comments on the, 'high level of care' that the childminder offers, and describe her as a, 'cheerful, caring person'. Other parents note the improvement in their children's learning and development. General feedback through parent questionnaires is positive.

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provision

The childminder is aware of the importance of developing partnerships with other provisions that children attend. When children are preparing to move on to school, the childminder shares developmental assessments with them. This means children's learning and development are consistent, and effective communication systems and information sharing supports a smooth transfer.

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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 EY289690 Local authority Swindon Inspection number 833754 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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