Childminder in Swindon

Inspection date

Previous inspection date 13 February 2015 21 April 2010

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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 Good 2

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3

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:

 Some staff miss opportunities to fully promote babies' learning and as a result, babies are not always engaged. They have few opportunities to express what they can see, touch and taste to promote their language skills in readiness for their next steps in learning.  The childminder has started to evaluate her practice and how she shares information with parents; however, this is not yet fully effective. Therefore, parents are not fully involved in planning for their children's learning.  The childminder does not use a rigorous system to monitor children's progress or to evaluate her practice. She does not seek the views of parents and children to identify strengths and weaknesses consistently in the quality of the provision to improve outcomes for children.

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It has the following strengths

 Children develop strong bonds with the childminder and her assistants and as a result, they are happy, content and comfortable in their surroundings.  The childminder has created an exciting, well-resourced learning environment, inside and outdoors, where children can explore safely, and all ages can access resources freely.  Children are well behaved. The childminder and her assistants each have a calm, caring manner and are good role models to children. They respond well to the daily care needs of babies and children in a secure home environment.

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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

 improve the quality of teaching by ensuring all staff have a full understanding of the levels of younger children's achievements to help staff plan activities, enable them to seize all opportunities to respond to babies' self-chosen play and interact with them during routines to extend their learning further and help them make the best possible progress.

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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

 improve the sharing of information with parents to maximise children's learning at the childminder's and at home, by encouraging them to contribute to the observation, assessment and planning process  develop a more consistent approach to self-evaluation to effectively identify strengths and weaknesses in the provision, and take account of the views of staff, children and their parents, to develop a clear plan for improvement.

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Inspection activities

 The inspector observed the childminder and her assistants interacting with the children, indoors and outside.  The inspector spoke with the childminder, assistants and children at appropriate times throughout the inspection.  The inspector sampled children's records, planning, registers of children and staff attendance, and written policies and procedures.  The inspector checked evidence of suitability and qualifications of the childminder and her assistants.

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who attend. This requires improvement

The childminder has a sound understanding of the responsibilities of her role. She is methodical in her approach and keeps precise observations and assessments of children's learning, to inform planning. However, planning does not always support younger children as staff do not focus sufficiently on babies' individual learning needs. This means there is sometimes a lack of stimulation in the activities provided. Staff promote children's social, communication and language skills by talking to children about what they are doing in their play and asking questions to make them think. Nevertheless, some staff miss opportunities to fully promote babies' learning and, as a result, their progress is restricted. For example, staff sat babies in highchairs away from other children at mealtimes. This meant they were not included in conversations about what children can see, touch and taste, to support their early language skills. The childminder works with parents to share

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who attend. This requires improvement

information about children's learning in the home and the setting. However, the two-way sharing to maximise children's learning, is not yet fully effective in fully involving parents in promoting learning at home.

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good

Staff are good role-models. They teach children clear rules to promote good behaviour and children's understanding of safety. Staff promote children's understanding of diversity, provide good resources and celebrate festivals to build their positive attitudes towards others. Staff provide children with good opportunities for developing their self-help skills. Children help themselves to snacks and drinks, and dress ready for playing outside. Staff teach children about healthy lifestyles by offering them daily outdoor play for exercise. Staff have an accurate understanding of children's special dietary needs and display this information clearly so all adults understand these. All snacks and drinks are prepared in a scrupulously clean kitchen by qualified staff.

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provision requires improvement

The childminding provision is safe and secure for children to use. The childminder makes good use of risk assessments to identify and minimise risks to children indoors and outside. The childminder extends risk assessments to outings and when travelling in the car, and she has a secure knowledge of the law regarding this. She and her assistants understand their duty with regard to child protection and know the procedures to follow should they have concerns about a child's welfare. A system to improve the overall quality of the childminder's provision is in place. She has taken advice from an external childminder agency and all adults undertake training to improve their skills. For example, an assistant attended training on letters and sounds to promote older children's literacy skills. The childminder acknowledges that parents' and children's input into any future plans is important, and she and her assistants are looking at ways to address this.

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Setting details

Unique reference number EY346742 Local authority Swindon Inspection number 844093 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 18

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Name of provider

Date of previous inspection 21 April 2010

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Telephone number

The childminder registered in 2007. She is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. She lives in Wroughton, near Swindon, with her husband and two school-aged children. Children use playrooms, a sensory room, kitchen, toilets and dining area downstairs and bedrooms for sleeping upstairs. There is an enclosed rear garden for outside play. The childminder receives funding for the provision of free early years education for children aged two, three and four years. The childminder holds a formal childcare qualification at level 4 and works with four assistants, one of which is full-time. Of these, two have appropriate childcare qualifications at level 3 and another is working towards a level 3 qualification.

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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

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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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