Childminder in Swindon

Inspection date

Previous inspection date 12/11/2014 27/11/2009

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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 a good knowledge of children's needs and interests, and plans a range of useful experiences to aid their learning, so that they make good progress from their starting points on entry.  The childminder provides good support for children's independence, and uses purposeful discussions to encourage their speaking and listening skills. This prepares the children well for school.  The childminder safeguards children effectively and promotes their well-being.  The childminder maintains close partnerships with other providers and parents, which helps prepares children well for the 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 inside and out to promote critical thinking, challenge and investigation.  The childminder does not consistently develop her knowledge, understanding and practice through further training, to drive improvement in her provision.

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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 and offered the childminder the chance to take part in a joint observation.

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Inspection activities

 The inspector checked evidence of the childminder's suitability and sampled documentation including training certificates and children's development records.

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Inspection activities

 The inspector took account of the childminder's self-evaluation and parents' written feedback.

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Inspection activities

 The inspector discussed the childminder's planning methods, risk assessments, and polices and procedures, and talked with children.

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Information about the setting

The childminder registered since 2006. She lives with her children in the Haydon End area of Swindon, Withshire. The downstairs area of the property is used for childminding and one bedroom upstairs for sleeping facilities. There is an enclosed garden available for outdoor play. The childminder keeps two guinea pigs. The home is located near a school, playgroups, shops and a library. There are eight children on roll who all attend on a part-time basis. The childminder is currently caring for five children in the early years age group. The childminder cares for older children. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is available all year round from 7.30am to 6pm every day. The childminder holds a relevant qualification at level 3 and 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 highly stimulating environment inside and out on the premises through undertaking relevant training and provide rich, imaginative and varied experiences through a consistently high standard of teaching to help children make rapid progress in learning.

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who attend

The childminder knows the children well and has a good awareness of how children learn. She seeks information from parents on what their children can do before they start at the setting, and she plans activities, which closely match each child's learning needs. The childminder has a good understanding of the Early Years Foundation Stage. She can readily identify the children's stages of development and identify what they need to learn next. She bases activities on children's interests. For example during a walk through the woods children collected autumn leaves that prompted useful discussion about changes that occur in autumn. This learning about the world extended into a creative art activity so some learning is build on first-hand exploration, which motivates learning. The childminder's enthusiasm and interest in what the children say engages the children's attention and boosts self-confidence. Through regular observations, the childminder

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who attend

understands what the children enjoy and can identify how to motivate further learning. As a result, all children 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 learning experiences. The children benefit from regular walks to the local wood and playground. This not only aids physical development but also encourages cooperation and communication skills.

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who attend

The childminder encourages the children to choose their own activities and then she supports and extends their learning by asking questions and suggesting further activities. For example, playing with a balloon extended into a counting game and an investigation of how you can make the balloon stick to the wall. The childminder is a good model for learning as she joins in children's activities and asks questions. This means the children are encouraged to think of ways to solve problems and ask questions. However, the learning experiences inside and out do not always challenge or extend children's thinking sufficiently. This prevents learning from developing as much as possible.

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who attend

The childminder uses daily routines to promote development further. For example, children were encouraged to use a dustpan and brush after snack time. This promotes their physical development by helping them gain good coordination, as well as their personal, social and emotional development through taking responsibility. When washing hands and laying the table for lunch the childminder sang a song with the children and which developed communication and language skills, assisted in developing vocabulary and children's musical skills. Whilst eating the food a counting game encouraged simple subtraction skills and the repetition of specific words encouraged speaking and listening skills. These varied learning activities enable children to develop skills well across the educational activities.

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who attend

The childminder undertakes assessment continually through regular observation of the children. She identifies individual learning needs quickly, giving support if needed. The childminder ensures, through an effective system, that children's learning is progressing.

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who attend

Parents speak very highly of the childminder's setting. The childminder has a good relationship with the parents. The creation of a six-month review time keeps parents up to date with their children's learning and promotes communication and information sharing Parents appreciate how well she cares and understands their children, and informs them of their children's daily activities and progress regularly.

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

The childminder provides a welcoming, child-friendly environment where the children feel supported and encouraged. They choose from a range of resources and they are encouraged to direct their own learning. Resources are stored in low-level boxes, labelled with pictures to make selection easier. The different rooms encourage a variety of activities from construction toys to manipulation activities, and from quiet to messy play. These activities cover the learning areas well. However, the learning environment is not highly stimulating and engaging inside and out, and this means it does not always encourage investigation and exploration to extend 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, when the children arrive at the setting, they place their shoes on pictures of themselves. This encourages self-management of their personal needs. Independence is furthered in practical ways through the day, such as the use of a low step to enable children to reach the sink. The childminder meets other providers regularly. This provides opportunities for the children to interact and communicate with a wider variety of people, therefore developing communication and social skills.

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

The childminder takes the opportunity to teach the children about road safety during regular walks to and from school. These practical experiences enable the children to explore and understand how to keep themselves and others safe. Physical development is encouraged through frequent visits to local play areas to use suitable equipment and woodland.

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

The childminder protects and promotes children's welfare through implementing good safeguarding procedures. The children learn healthy practices and they understand when and why hands need washing. They develop a good understanding of healthy eating because the childminder empowers them to make choices and encourages discussion about the food they are eating. This develops an awareness of each other's needs and opinions. Children also participate in practice emergency evacuation procedures and these experiences develop understanding about keeping safe.

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

The childminder is a good role model; the children are very polite, and good manners are encouraged and praised. The childminder encourages the children to have, 'kind hands' and if arguments occur the children are asked to explain why there is a problem and how they can resolve it. This means the children understand appropriate behaviour and that cooperative play is encouraged.

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

The childminder communicates regularly with local pre-schools, sharing children's achievements and progress; she also shares her plans and activities. This means the childminder has a close relationship, which ensures the children feel supported and well known when they move on to the next stage in their learning.

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provision

The childminder meets the requirements of the Early Years Foundation Stage well. She understands her responsibilities to safeguard children and promote their welfare. She carries out thorough risk assessments of her premises and for outings. This is an improvement since her last inspection. The childminder has a current first-aid certificate and regularly undertakes fire drills. This ensures she deals with accidents effectively and she is aware of how to deal with potential risks. All the childminder's documentation is well organised and stored confidentially.

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provision

The childminder has a good understanding of the importance of monitoring children's progress and this helps to ensure any gaps in learning close quickly. The swift identification of specific children's needs means support is in place. Therefore, all children make good progress in learning in relation to their starting points. Older children also make good progress and this is an improvement since the last inspection.

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provision

The childminder is enthusiastic and focused; she evaluates her practice accurately and reviews activities to ensure learning is successful. She gains support from partnerships with other providers and advisors. The childminder does not undertake much further training to improve her practice and says she sometimes lacks ideas to improve her teaching and provision to ensure excellent opportunities for learning and help children make rapid progress.

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provision

Improvements in the provision since the previous inspection are evident and all recommendations from it addressed, showing her determination to drive improvement. Partnership with parents is now strong. For example, parents particularly appreciate and benefit from the six-month review time when they share information and photographic learning records. Parents feel thoroughly informed and state the childminder, 'is excellent' and, 'kind and caring'. The childminder works well with other early years providers that children attend. This ensures a consistent approach and prepares the children well for the next stage in their learning.

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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 EY336380 Local authority Swindon Inspection number 837733 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 8

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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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