Keast, Lisa Nicole

Inspection date

Previous inspection date 05/12/2014 03/11/2011

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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 completes rigorous assessments of children's learning. This information informs her planning and consequently, provides children with good levels of challenge that support their continuing development.  Activities and opportunities cover the different areas of learning. There is a good balance of child-led play and adult-led activity. This means children enjoy broad learning experiences through good teaching.  The childminder's good understanding of safeguarding procedures helps her to protect children at all times.  The childminder engages parents in all aspects of their children's learning and shares ideas to promote their children's learning at home.

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It is not yet outstanding because

 The childminder does not always maximise opportunities for children to develop their own ideas during adult-led, creative activities because she occasionally over directs their play.  The childminder does not always use opportunities during meal times to promote children's independence further.

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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 the children at play.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector sampled paperwork including policies and procedures, risk assessments and children's learning files.

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Inspection activities

 The inspector sought the views of parents from questionnaires and comments made in children's files.

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Inspection activities

 The inspector discussed all aspects of the provision throughout the inspection at appropriate times.

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Information about the setting

The childminder registered in 2011. She lives with her husband and young daughter in the village of Southwick, near Trowbridge in Wiltshire. The whole of the property is available for childminding and there is an enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently six children in the early years age range who attend on a part-time basis. The childminder also offers care to children aged between five and 11 years. The childminder takes and collects children to and from local schools. The childminder has a level 3 early years childcare qualification.

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

 maximise opportunities for children to fully develop their own ideas during planned creative activities, and allow them more time and choice with the creative resources and not overly direct them

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

 promote children's independence further during routines, such as at snack time, by giving them further opportunities to be involved in preparing their own snack.

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who attend

The childminder has high expectations of the children in her care. She makes accurate assessments of their prior skills in consultation with parents. This enables her to plan challenging and interesting learning experiences for children. Children's preferences and interests are valued and accommodated within the educational programme. Children take part in some planned activities and have plenty of opportunities to initiate their own play. The childminder tracks children's progress and uses information from parents to ensure she identifies children's starting points in all areas of learning. Parents view their children's development records and the childminder encourages them to add comments about their children's learning from home. This helps to plan future activities and extend children's development well. The childminder carries out the progress checks for two-year-old children. She shares these with parents and liaises with other agencies regarding

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who attend

children's additional needs. This enables them to support children's learning and development consistently between home and the childminder's setting.

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who attend

The childminder listens perceptively to children during activities and rephrases some words and sentences, so children hear the correct pronunciation. Children chose from the wide range of books and sat in a cosy corner especially set up. The childminder showed them how to turn pages and read with expression that captured their interest. This promotes children's communication, language and literacy skills well. The small group activities also prepare them for social situations like school and other settings. The childminder teaches with enthusiasm, she plans exciting craft tasks like making snowmen with the children. During this activity, the childminder sometimes overly directs the children and rushes through the processes. This means children miss opportunities to express themselves creatively and design their own version of the snowman. However, children enjoy the creative task and are proud of their creations. The childminder cleverly

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who attend

introduces mathematical learning into this activity by identifying colours, asking children to count stickers and talking about shapes. Children respond positively, they repeated the names of shapes, and counted with confidence.

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who attend

When children free play, they immerse themselves in their ideas, pushing dolls in pushchairs and pretending to cook. The childminder aids and extends the play; she is a good role model and asks them 'can you cook me some dinner please?' Children grow in confidence as they play alongside each other and became more involved in the play scenario, which boosts their self-esteem. The childminder teaches them to become active learners as they filled and emptied sensory resources from one tray to another. During this task, children learnt about cause and effect and tested their hand-eye coordination. More opportunities to develop physically happen throughout the daily session; the children visit local parks and regularly go on walks. Overall, there are opportunities for children to learn and develop in all areas.

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who attend

The childminder ensures children have opportunities to learn about cultural differences and disability. She does this through planned activities and by providing resources, such as books and toys that show diversity positively. The childminder establishes relationships with other settings children attend and outside agencies to support their individual needs further. This helps ensure continuity in the care and learning children receive. The childminder prepares children well for the move to pre-school and school. For example, she takes them to daily groups and they learn how to behave in different social situations.

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

The childminder provides a welcoming, well organised and very clean home, where children play in a spacious living room and dining area. Children have warm, close bonds with the childminder and they confidently go to her for reassurance and hugs. The childminder teaches children about being safe through specific activities, such as the fire drill. This helps them understand the importance of listening and following instructions. Children have healthy snacks and the childminder prepares a hearty healthy menu of meals throughout the week. However, she does not always extend opportunities to develop children's independence further during routines, such as helping to prepare their food and snacks. For example, they are not encouraged to peel soft fruit or chop the food. The childminder walks regularly with the children and they often play in the spacious back garden. They go on planned outings and visit play centres, which ensures children get

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

plenty of fresh air and follow healthy lifestyles. Children's behaviour is good and they play together well. The childminder sits on the floor to play with them and provides lots of eye contact and positive interaction. There are house rules and the childminder is consistent in the routines, boundaries and of her expectations. This means children understand how to play cooperatively and respectful of others. The childminder offers lots of positive praise during activities, which raises children's self-esteem and confidence. The childminder is kind, caring and responsive, therefore children relate well to her and they have formed close bonds. Children settle in quickly and this is because the childminder has robust settling-in procedures. She completes, all about me forms with the parents, which show relevant information, such as what children enjoy doing, what hobbies they have, their dislikes and preferences. The

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

childminder offers short settling-in periods and gives parents lots of information about the aims of her provision. This supports children's emotional well-being successfully.

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

Resources are safe, meet children's learning and development needs and cater for varying ages and stages of development. The vast array of resources help children learn about diversity and difference in society. This gives children a broad outlook for future experiences.

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provision

The childminder has a good understanding of and follows the safeguarding, welfare, and learning and development requirements of the Early Years Foundation Stage. Therefore, she has a good knowledge of how to keep children safe and she understands the child protection procedures. She has relevant information from the Local Safeguarding Children Board and written safeguarding and complaints policies, which she shares with parents. This ensures she is aware of who to contact and where to seek advice if she has concerns about a child's welfare or safety. The childminder has robust procedures for the safe use of mobile phones, social networking access and cameras. She obtains parental consent to take photographs for use in children's files. The childminder maintains her recording and documentation well, such as precise accident and medical records and she offers close supervision at all times. This helps to keep children safe and further protect them from

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provision

The childminder regularly evaluates on all aspects of her provision and knows where her strengths and areas for improvement lie. She has successfully addressed the recommendations from the last inspection, which ensures that observation and assessment link to the areas of learning well and children make good progress. The toy catalogue gives children the opportunity to make choices and select resources they want play with. The childminder has a positive attitude to training to help her constantly improve the provision. She has achieved a level 3 in childcare since the last inspection, which results in her having a stronger focus on promoting children's learning and development.

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provision

The childminder has a good understanding of the areas of learning. She uses this to provide opportunities for individual children to learn in ways that support them. She carries out accurate and precise monitoring of observations and assessments of children; these identify purposeful next steps in their learning. As a result, children make good progress overall, towards the early learning goals. This is because the childminder provides a broad range of play experiences tailored to their individual needs. The childminder considers carefully the views of parents to help her evaluate her provision. This enhances partnerships with parents. Links with outside agencies and the local authority advisors are well established. These connections make a strong contribution to meeting the needs of all 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 EY428150 Local authority Wiltshire Inspection number 845409 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 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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