Childminder in Bracknell Forest

Inspection report for early years provision

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Unique reference number EY246073 Inspection date 30/11/2009 Inspector Hazel Stuart-Buddery

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Type of setting Childminder to 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 rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, 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.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder has been registered since 2002. She lives with her husband and two children in Bracknell, Berkshire. The childminder uses the whole of the house for childminding and there is an enclosed garden for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight at any one time, no more than two of which may be in the early years age range. She is currently minding three children in this age group on a part-time basis. The setting receives funding for the provision of free early education. She also offers care to children aged over five years to 11 years. The childminder is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. She is also registered to care for one child for overnight care. The childminder is an accredited member of an approved childminding network and a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children are extremely happy and settled in the childminder's care. Their welfare, learning and development requirements are met exceptionally well owing to the dedication and commitment of the childminder. Effective systems are in place, that ensure children are safe and secure in a highly stimulating environment, where children's uniqueness is valued. Good use of self-evaluation and constant reflection, along with a strong commitment to ongoing professional development means her capacity to maintain continuous improvement is outstanding. She is proactive in working with parents and other professionals to ensure inclusive practice is promoted and high levels of support are provided at an early age.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 improving children’s tracker books to clearly show their next steps in learning towards the early learning goals and share these with parents; summarising children's assessment records so it is easy to see at a glance the progress made or any gaps in their learning towards the early learning goals.

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the early years provision

The childminder has a comprehensive awareness of safeguarding issues. Clear and comprehensive policies and procedures outline the childminder's responsibility with regard to child protection; training is up-to-date and relevant publications to hand. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 All adult members of the household have completed checks to ensure suitability. Written risk assessments within the home and for all outings are comprehensive and regularly reviewed with any changes highlighted and dated.

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the early years provision

The childminder has high aspirations for quality through ongoing improvements and continuous professional development. A comprehensive self-evaluation clearly identifies her strengths and weaknesses, although this process is not used as an ongoing tool for reflection and does not identify future improvements that will improve the outcomes for children. The views of parents and children are sought via questionnaires and younger children draw pictures depicting how happy they are. The childminder has a clear vision for her practice and firmly believes developing herself professionally will allow her to facilitate children's learning effectively and improve the outcomes for children. The recommendations from the last inspection have been addressed. Children play and learn in a highly stimulating environment where they have easy and safe access to an extensive range of worthwhile and exciting resources and activities that are conducive to effective

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the early years provision

learning. Access to the garden is limited in the winter; to compensate exciting planned trips provide children with a variety of learning experiences that are both adult-led and child-initiated. The childminder effectively promotes equality and diversity. Children's needs are identified and tracked appropriately with all activities differentiated to ensure all children receive maximum enjoyment. Access to resources that reflect differences are freely available and planned topics help children learn about the wider world. The rigorous tracking of children's development clearly identifies achievements in their learning. The childminder is highly committed to working effectively in partnership with other early years settings and professionals. Regular meetings with children's key workers ensure established channels of communication successfully promote their learning, development and welfare.

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the early years provision

Written testimonials from parents and children clearly evidence how happy they are with the care and education provided for their children. They describe the setting as a 'happy, caring, and stimulating' environment where their children are provided with lots of exciting learning opportunities. Parents are involved in their child's learning; children's tracker books are sent home every term or sooner if requested; daily diaries keep parents informed of what the children have done during the day and this record occasionally identifies the next steps in their learning and regular informal discussions ensure information is ongoing. However, formal opportunities for parents to discuss and agree the next steps of learning for their child are not provided. A full set of written, comprehensive policies and procedures are fully shared with parents.

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and outcomes for children

The childminder is highly motivated and has worked hard to ensure she has a thorough knowledge of the Early Years Foundation Stage. As a result children's progress and achievements are outstanding in relation to their starting points. Tracker books are completed for all children; these are comprehensive and clearly evidence the progress children make towards the early learning goals. Written This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 observations clearly link to the areas of learning and the early learning goals, although do not clearly identify the child's next step of learning. The information gathered is not summarised consistently and it is not easy to see at a glance the progress or any gaps in their learning and development. Activities are planned on a weekly basis to ensure the experiences children receive are varied, exciting and cover all skill areas. Children's interests and development needs are considered to

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and outcomes for children

ensure the educational programme is individualised. Children are highly motivated, secure and inquisitive. They enjoy exploring the resources and display high levels of enthusiasm, curiosity and independence.

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and outcomes for children

Children thrive while they are in the childminder's care. They are highly valued and given constant choices that help them feel secure. Children display high levels of confidence and self-esteem. They confidently communicate with the childminder and visitors and approach the childminder for help and support. Constant chatting, laughing and smiling demonstrate that children feel safe and secure. Children separate easily from their parents and immediately settle to their chosen activity. Children play extremely well together; they chat happily as they share the resources and make up their own scenarios as they play with cars and ambulances. The childminder is on hand to interact when needed but is aware that the children are very independent and provides a wide range of resources that encourages the children to lead their own play. Pictures and posters around the room of letters and numbers give a constant reminder to children and helps them

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and outcomes for children

to learn that print carries meaning. Children enjoy pushing cars along the floor and they are encouraged to look at and identify which car goes the fastest.

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and outcomes for children

Children show a strong sense of security and belonging; they confidently choose what to play with and approach adults for help and support when needed; coat pegs with pictures of the children at low level enable all children to hang their own coats up. Children demonstrate an excellent understanding of how to keep themselves safe, when for example, they very carefully bring down toys from upstairs. Children learn about healthy lifestyles as they have healthy snacks and independent access to water throughout the day. Effective daily routines help to prevent the spread of infection; all children have individual towels. Children have exciting opportunities to develop their physical skills and regularly go to local parks where they can develop their physical skills. Children are confident, settled and display high levels of self-esteem. They demonstrate excellent relationships with the childminder and begin to learn about sharing and taking turns with their peers.

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and outcomes for children

Children understand and follow clear boundaries and respond well to praise and encouragement. They play a full and active role in their learning, show great curiosity and a desire to learn. Experiences provided, resources available and interaction from the childminder help to ensure children develop appropriate skills for the future. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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