Childminder in Swindon

Inspection date

Previous inspection date 19/11/2014 09/09/2008

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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

 Children are happy and confident, and build good relationships with the childminder.  The childminder assesses and monitors children's learning and development effectively to promote their good progress.  Children receive challenge in their play and daily routines to support their independent skills.  Children benefit from a varied educational programme, which covers the different areas of learning and provides interesting learning experiences.  The childminder sets clear boundaries for children enabling them to learn good social skills.

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It is not yet outstanding because

 The childminder does not always provide children with a wider range of resources and activities to encourage their musical awareness to sing and dance to music and express themselves.  The childminder does not always provide children with resources outdoors to develop their emerging writing skills through their play.

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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 observes children's activities both inside and outside.  The inspector toured the premises with the childminder.

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Inspection activities

 The inspector checked of the suitability and qualifications of the childminder, and checked other documentation and children's records.

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Inspection activities

 The inspector discussed the childminder's provision with her including her policies and procedures.

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Information about the setting

The childminder lives in a three-bedroom maisonette in the northern area of Swindon. She shares her home with her partner and their three children. All areas of the home are available for childminding, with the main care taking place on the ground floor. Access to the home is at ground level. There is an enclosed garden for outside play. Local amenities include shops, a library and parks. The childminder is registered on the Early Years Register and on the voluntary and compulsory parts of the Childcare Register. There are currently six children attending who are within the early years age range.

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

 provide a wider range of resources and activities to encourage children's musical awareness to sing and dance to music and express themselves

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

 extend opportunities for children to develop their emerging writing skills through their play when outdoors.

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who attend

The childminder has a good knowledge of how children develop and learn. She uses this knowledge well to help children make good progress in their learning, especially in their personnel, social and emotional development. This strength helps prepare children well for the eventual move to school because children are emotionally ready and secure for their future learning. Overall, the childminder has an appealing variety of resources, which she organises at low-level and labels with pictures. This makes them easily accessible and enables all children to choose toys and activities confidently for themselves while in the playroom. Each child has their own coat peg, which is clearly labelled with their name and photograph. This gives children a sense of belonging and helps them to recognise their own name. The childminder does not provide children with a wider range of resources and activities to enhance their musical awareness, for example, electronic toys, finger puppets

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who attend

and musical players to enable children to dance or sing to music.

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who attend

The childminder gains an effective overview of children's starting points and routines through in-depth conversation with their parents. She makes perceptive observations of children's play during settling-in visits. This helps her build a picture of what each child needs in order for her to plan effective support and teaching so they achieve developmental milestones. The childminder uses an online system to monitor children's progress and record observations both written and photographic.

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who attend

The childminder teaches children about difference and diversity well. She uses a good range of resources and planned activities in line with themes, for example, Chinese New Year and Divali, to introduce children to different festivals. The childminder is mindful of treating each child has an individual and is aware of the importance of supporting children who learn English as an additional language to allow them to learn about their own culture. For example, the childminder uses books to sing counting songs in both Italian and English. This allows children to hear and learn their home language.

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who attend

The childminder plans using themes to engage children's interest, adapting her planning to the children's abilities. At present, children are learning about farms. The childminder regularly visits a local farm so children learn from first-hand experiences about the different animals as they learn about nature and the natural world. The childminder builds on children's learning experiences well. Children enjoy looking at books and enjoy story time with the childminder. They look and talk about the pictures and have time to match the sounds of different animals which they see, reinforcing what they observe while out in the community or at farm. The childminder supports young children as they play with water They use funnels, jugs and sponges to fill tubs with water. The childminder extends their learning by encouraging them to consider how many jugs they will need while counting them. The children use drainpipes and have fun rolling balls into a bucket to see

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who attend

how fast or slow they go. These activities help develop children's hand-to-eye coordination skills and mathematical skills.

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who attend

The childminder supplements the range of activities on offer with weekly visits to the library, farm, pre-school groups and play parks. This enables children to socialise and learn new skills as they interact with other children and adults. These sessions support children's personal and social development well, as they learn to build relationships with other children.

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who attend

The childminder constantly talks to younger children and repeats the sounds and noises they are making as they develop their early communication skills. She often talks about their activities, helping them to be aware of what is happening. For example, she describes the sounds of the aeroplanes, which the children hear, they try to copy the language modelled, and this helps to develop their early language skills.

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who attend

Children explore the marks they make as they draw pictures. This develops their coordination skills, helping them to develop control of their movements. They can flow freely between the indoor and outdoor environments during the session. However, the childminder does not provide resources to encourage children's emerging writing skills when outdoors, so children can draw with a purpose. For example, children see an aeroplane and discuss this with the childminder, but cannot draw what they see until they go indoors. Children enjoy playing in the garden, where they develop physical skills, such as running, kicking a ball, riding on a scooter, toy car and building a farm. At inspection, children enjoying playing football with the childminder and chasing the ball. The childminder uses children's play and daily routines to introduce some concepts of early mathematics. She encourages children's awareness of mathematical language, for

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who attend

example, as they play with the farm set. The childminder uses words like big, small, behind, in front, and asks how many tractors, as well as naming different colours and shapes. This helps children to make connections to their play as they learn about size, shape and position.

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

The childminder's home is a welcoming and stimulating environment for young children. The childminder works closely with parents to settle children in when they start. She gathers a wide range of information from parents, and from observing the children. This helps her to get to know each child individually. Parents provide details about their children's needs, which the childminder inputs into her online assessment site and parents can access daily. This results in the childminder knowing the children very well, enabling her to meet their individual needs well. The childminder values children's individuality and is mindful and respectful of different cultures and beliefs. For example, the childminder has learnt basic words in Italian to take into account children's background. The childminder has built a good relationship with parents.

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

The childminder has formed positive attachments with the children. She is a good role model and created a calming atmosphere. Consequently, all children behave well, appropriate to their age and stage of development. The childminder provides a stimulating environment for children to learn, with overall, a good variety of resources. All children are calm, happy, and confident. The attentive childminder follows consistent care practices in line with children's home routines. This provides children with a sense of continuity in their care experiences. Children obviously enjoy being with the childminder, who gives cuddles and reassurance to them. The childminder supervises children well so children are in sight and sound of her at all times. Children move around freely and safely in the childminder's home. They hear reminders about sharing and taking turns. As a result, they socialise happily and play well together.

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

The childminder helps young children understand about healthy lifestyles through her positive hygiene routines. This means children learn when and how to wash their hands and do so without prompting from the childminder. While on walks, children learn about the world around them. For example, the childminder identifies square windows, the sounds of aeroplanes, and shapes of leaves. This helps children to take notice of their environment. The childminder promotes children's safety and ensures they learn to recognise dangers around them, such as crossing the road. The childminder implements effective nappy changing procedures and encourages children to wash their hands after they use the toilet. The childminder plans regular cooking activities, which involve both sweet and savoury products .For example, fresh fruit tarts and cheesy Halloween mummies. This helps increase children's awareness of healthy eating and a healthy

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

lifestyle. Children are able to develop their own independence skills as the childminder teaches them to take their own boots and coats off and choose their own snack .This allows children to develop their self-help skills.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She closely monitors children's progress through effective assessment of their learning. This helps her plan activities and experiences for children so they make good progress. Overall, the childminder provides a well-balanced educational programme that meets children's learning needs well.

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provision

The childminder fully understands her role and responsibility to protect children from harm. She has completed safeguarding training, and implements a clear and comprehensive safeguarding policy. She understands the procedures to follow should she have any concerns about a child. Therefore, the childminder is able to safeguard children's welfare and well-being.

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provision

The childminder completes risk assessments and is vigilant to minimise hazards, enabling children to play freely and safely. For example, she assesses the potential risks there may be on the walk to the schools and visits to the farm. This allows her to adapt her practices where needed. The childminder teaches children about potential dangers as they play. This helps them learn what they need to do to keep themselves and others safe. The childminder regularly implements evacuation and fire drill procedures with children to make them aware of how to leave the premises in an emergency.

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provision

The childminder gathers comprehensive details about each child from their parents, including written parental consents to enable her to care for children according to parents' wishes. The childminder uses an online assessment system to record children's developmental progress, her observations and photographs of their play and learning and any medication she administers. The childminder regularly shares information, such as training certificates and policies with parents so they are aware of her skills and practices when caring for their children. The childminder talks daily with all parents when they come to collect their children, so they are clear on their children experiences and learning needs. The childminder is good at supporting parents with their children's learning at home to promote a cohesive approach to their ongoing development.

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provision

The childminder reflects on her practice and identifies areas in which she could improve the provision she offers. Through this, she demonstrates she has a good understanding of what she does well, and takes steps to enhance her own personnel development, for example, through training. This enables her to address weaknesses from previous inspections to improve 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 EY361338 Local authority Swindon Inspection number 844206 Type of provision Childminder Registration category Childminder Age range of children 1 - 8 Total number of places 5 Number of children on roll 7

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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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