Childminder in Swindon

Inspection date

Previous inspection date 20 January 2015 10 September 2009

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3

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Requires improvement The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 The childminder does not always use the information gained from observations and assessments of children's learning to plan challenging activities, which consistently reflect what children need to learn next.  Sometimes the childminder misses chances to help children develop skills in simple addition and subtraction, and to begin to solve mathematical problems.  The childminder does not fully support children's independence so that they can consistently do personal things, such as reaching tissues when needed.  Methods of self-evaluation do not include the views of parents and children. The childminder does not always target aspects of practice to improve the progress children make and the quality of teaching.

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It has the following strengths

 Children confidently explore a suitable range of toys and resources, which contribute to them making satisfactory progress in their learning and development.  The childminder provides clear and consistent behaviour expectations to children, so they behave suitably. This helps them feel safe and secure in the childminder's home.  Children are cared for in a safe environment owing to effective risk assessment. This helps to ensure that children are safe by protecting them in the home and on outings.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 use the information gained from observations and assessments more effectively to plan challenging activities that reflect what children need to learn next, to enable all children to make consistently good progress in their learning and development  develop evaluation systems to identify areas for development accurately, so appropriate training is identified and undertaken to raise the quality of teaching to a consistently good level across the areas of learning.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 provide children with more opportunities to practise and improve their mathematical skills in simple addition and subtraction  promote children's personal independence further, for example, by encouraging them to independently follow good hygiene routines, such as using tissues by themselves.

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Inspection activities

 The inspector observed the childminder's interaction with children during activities indoors and outdoors, and checked the storage of resources in the downstairs play area and outdoors.  The inspector sampled a range of documents, including children's information and learning records, safeguarding procedures, qualifications and training certificates, self- evaluation, and a selection of policies and procedures.  The inspector took account of parents' views provided on the day.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector checked the safety and security of the childminder's garden.

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who attend. This requires improvement

Teaching requires improvement. This is because the childminder does not make good use of information obtained from observations of children. She does not use these to help plan new experiences that reflect what each child needs to learn next. As a result, children make satisfactory, rather than good, levels of progress. The childminder suitably supports children's communication and language by talking to them about what they are doing. She asks questions such as, 'Tell me about the pig in the bed?' that encourage children to think, use their imaginations and respond. This helps children talk and listen in readiness for school. The childminder encourages children to count in their daily activities, such as how many raspberries are in a bowl. However, the childminder misses opportunities to cover simple addition and subtraction, or to solve simple problems. This means that the childminder does not consistently promote children's early mathematical skills to a good

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requires improvement

The childminder provides a warm and welcoming environment. She responds well to children's emotional needs and recognises when they need reassurance and comfort. As a result, children have formed secure emotional attachments. Children have ready access to outdoor play on a daily basis. They confidently ride bikes and enjoy playing ball in the garden. These activities promote children's emerging physical development and confidence. The childminder helps children to lead a healthy lifestyle by eating fruit, such as bananas for snack, and drinking milk and water through the day. However, the childminder does not expect children to do what they can for themselves, such as in their personal care, including getting tissues.

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provision requires improvement

The childminder has an appropriate awareness of her role and responsibilities in relation to safeguarding. She understands the procedures to follow should she have a concern about a child in her care and has a range of relevant policies and procedures to underpin her practice. The childminder has completed training in child protection and first aid. The childminder has positive relationships with parents. These include regular contact providing updates about children's daily activities. As a result, parents feel supported by the childminder and confident to discuss any issues with her. The childminder demonstrates a commitment to improving her skills and developing the experiences provided for children. The childminder evaluates her practice and reflects on her provision. However, the childminder does not use self-evaluation to identify priorities for improvement, such as how to develop her teaching. She does not yet seek the views of parents and children to

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provision requires improvement

help develop the quality of her service.

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Setting details

Unique reference number EY376307 Local authority Swindon Inspection number 815695 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection 10 September 2009

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Telephone number

The childminder registered in 2008. She lives with her husband and two school-age children. The setting is open each weekday from 8am to 6pm all year round. The ground floor of the childminder's house is available for childminding. There is a garden for outside play. The childminder currently has four children on roll who attend for a variety of sessions. The family has two pet hamsters. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder walks to local schools and pre-schools to take and collect children.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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