Childminder in Wiltshire

Inspection date

Previous inspection date 11/11/2014 07/12/2009

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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 a friendly, welcoming approach to which children respond very positively.  The childminder provides a range of meaningful play activities that effectively support children's development.  The childminder provides a good range of nutritious snacks and meals that effectively promote children's awareness of healthy eating.  The childminder provides positive opportunities for children to exercise, which actively promotes their good health.

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It is not yet outstanding because

 The childminder does not make full use of information shared with parents regarding their child's developmental starting points when they first attend.  The childminder does not always use resources, such as photographs, to fully support children's sense of identity and understanding of how people live.

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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 play and interaction with the childminder.

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Inspection activities

 The inspector sampled documentation, such as the childminder's operational policies and procedures and regulatory records.  The inspector viewed and discussed children's developmental records.  The inspector viewed the childminder's self-evaluation form.  The inspector took into account written comments from parent's questionnaires.

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Information about the setting

The childminder registered in 2002. She lives with her husband and their three teenage children in Mere, Wiltshire. Children use the living/dining room, kitchen, hallway and toilet downstairs and a bedroom and bathroom upstairs. There is an enclosed garden available for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently caring for nine children, of whom three are in the early years age range and three are aged over eight years. The family has two dogs, four cats and chickens.

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

 make more use of the information sought from parents regarding their child's initial developmental level to fully promote their learning when they first attend

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

 make more use of resources to strengthen children's sense of self and understanding of people and communities.

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who attend

The childminder observes children's play and effectively plans a variety of purposeful activities around their interests. For example, she knows children like cooking and plans a cake-making activity. Children eagerly helped the childminder take the ingredients to the table. They talked with her about the margarine, sugar, flour and eggs they needed. Children helped to pour out the sugar and flour, and said these were heavy. The childminder asked children to tell her when the dial reached the number 16 on the weighing scales. The childminder actively encouraged children to help her count the number of eggs they cracked into the bowl. She challenged children's knowledge further as she asked them if they thought they needed more or less flour. This actively helped children develop their language skills and early mathematical awareness of counting and quantity. In addition, children showed excitement as they watched the childminder switch

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who attend

the electric food processor on. The childminder talked to children about how the mixer beats the ingredients together very fast. This promoted their understanding of simple technology. The childminder then encouraged children to put the cake cases into the tins and spoon out the mixture with her. This effectively supported children in developing their hand-to-eye coordination skills. Therefore, this activity effectively supported several areas of children's development. Consequently, the childminder teaches children well. She actively helps children to develop valuable skills to support their future learning through their play.

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who attend

The childminder often takes children out. For example, they went for an autumn walk to a local country park. Children had fun collecting leaves and conkers. The childminder talked to the children about the trees and wildlife they saw there. They showed excitement at finding some nuts with spiky shells on. In addition, the childminder took children to a nearby ford where they paddled in the water. They enjoyed exploring the water with their nets to see what they could find. As a result, children develop a positive interest in the natural world. The childminder interacts positively with children and supports their development very well through her open questioning in their play. This actively encourages children's participation and enjoyment of activities. Children like pushing their dolls around the home in their toy buggies. They play with the large tractors and trucks and sometimes dress up as a princess. These activities effectively promote children's

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who attend

imaginative ideas as they play. The childminder provides meaningful craft activities. For example, children became absorbed in decorating and sticking angel wings onto their Christmas decoration. Children like to explore paint, soil, shaving foam, spaghetti and rice. This actively encourages children's creativity and discovery of colour and texture.

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who attend

Written comments from parents note that they are very happy with the provision offered to their children. Parents comment that the childminder keeps them well informed of their child's progress. This actively helps to encourage positive relationships. However, the childminder has not fully established ways of sharing information regarding children's developmental starting points. Consequently, the childminder spends time making observations before she can begin planning children's learning rather than gathering this information from parents and using immediately. The childminder is aware of the importance of liaising with other settings children attend to promote continuity in their learning.

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

Children are happy and content with the childminder. She develops close relationships with children and they go easily to her for hugs. The childminder gets to know children's individual needs very well through her liaison with their parents. This helps her to follow children's routines. For example, she recognises when they become tired and need an afternoon nap. As a result, children feel very settled in her care. The childminder regularly reminds children to wash their hands, such as after they have stroked the family dogs or cats. She teaches children to cover their mouths when coughing and explains the importance of getting rid of germs. This actively helps children develop their personal care skills through positive hygiene practices. The childminder involves children in growing and planting vegetables, such as potatoes. Children enjoy picking sweetcorn and cucumbers from the childminder's allotment. In addition, children like helping the childminder collect

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

the fresh eggs laid by her chickens. The childminder provides healthy snacks and meals and children enjoyed apple, cheese and crackers for their lunch. Consequently, the childminder promotes children's awareness of foods that are good for them very well. This effectively helps children develop a positive attitude to eating healthily. The childminder talks to children about their families and home life and they see photographs of themselves displayed in the home. This helps children feel valued and welcomed. However, the childminder has not considered making more use of photographs of people who are familiar and important to them. For example, by making photograph books of each child's family and home. Consequently, the childminder misses this opportunity to help children develop their self-identity and understanding of people and communities. The childminder provides a good range of exciting activities for children to

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

exercise and use up their energy. For instance, she takes children on walks to local play parks and adventure playgrounds. She also takes children swimming and to soft play centres. This means children learn to stretch, climb, roll and slide and develop their stamina through fun activities. As a result, the childminder supports children very well in developing their physical coordination and balance. Children play in a comfortable, welcoming home where, overall, they easily access a wide range of appropriate toys and resources. For instance, children played happily with the play food and toy kitchen making pretend meals. They took the childminder a pretend cup of tea. This provides positive opportunities for children to develop their imaginative ideas and act out their experiences in their play.

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

The childminder talks to children about crossing roads safely on their outings. She gently reminded them to sit safely on chairs and not to climb on furniture. This helps children learn to recognise possible dangers and take responsibility for their safety. The childminder frequently praises children for their efforts, which effectively boosts their self- esteem and confidence. She provides children with consistent boundaries and encourages them to share their toys and games and be kind to others. Consequently, children behave well. This actively helps to prepare children for their move to pre-school and school.

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provision

The childminder has attended safeguarding training. She demonstrates a clear awareness of child protection issues. She has clearly detailed safeguarding policies and procedures, which she makes available for parents. The childminder undertakes risk assessments of her home and all outings. She has identified and implements appropriate preventative measures, such as stair gates and smoke alarms, to help minimise accidents to children. The childminder displays her emergency evacuation plan and practises this regularly with children. This helps ensure it works in practice and children know what to do. Consequently, the childminder actively promotes children's safety and welfare.

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provision

Overall, the childminder liaises well with parents. She displays relevant information, such as menus of the snacks and meals she provides and planned activities. She uses a daily information sheet to keep parents updated on their children's day. This effectively promotes continuity for children's care and development. The childminder has sought advice on addressing the issues raised at her last inspection. For instance, she has developed systems of tracking children's achievements more effectively. In addition, the childminder understands her responsibility to complete the required progress check for two-year-old children. Overall, this helps the childminder to monitor children's progress towards the early learning goals effectively. The childminder also completes evaluations of her practice and identifies further aspects for development. For example, she has introduced questionnaires for parents to complete so they can share their views on her

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provision

practice. She asks children for their views on activities too. In addition, the childminder has identified training opportunities that she wants to follow up. Consequently, she shows a clear commitment to making ongoing improvements to her practice to further support positive outcomes for children.

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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 EY231909 Local authority Wiltshire Inspection number 814442 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

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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

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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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