Childminder in Wokingham

Inspection report for early years provision

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Unique reference number EY399121 Inspection date 22/03/2010 Inspector Deborah Jacqueline Newbury

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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 0300 123 1231, 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: 0300 123 1231 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 registered in 2009. She lives with her husband and one child aged five in Woodley in Berkshire. Minded children use all areas of the ground floor of the home. Bathroom and sleep facilities are provided on the first floor. A fully enclosed rear garden is available for outside play. The home is close to parks, schools and shops.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is permitted to care for a maximum of five children under eight years at any one time, of these, not more three may be in the early years age range. She is currently caring for two children aged two and one for three days a week. The childminder is also permitted to provide overnight care for two children from one to eight years.

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Description of the childminding

She takes children to toddler groups, soft play centres, the toy library, parks and to other local places of interest.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children are happy and secure in the relaxed, welcoming atmosphere of the childminder's home. They have their welfare needs met well and make good progress in their learning because the childminder is effective in meeting their individual needs and promoting inclusive practice. Arrangements for working in partnership with parents is good in most respects. The childminder has made a good start to her delivery of the Early Years Foundation Stage and demonstrates a sound capacity to maintain continuous improvement.

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further?

To further improve the early years provision the registered person should:

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further?

 encourage parents to contribute to their child's learning and development record  continue to develop use of self-evaluation as a means of monitoring the quality of the provision and to plan for how areas for development will be achieved.

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the early years provision

Children are protected effectively as the childminder has an accurate view of her role in safeguarding. She has a secure understanding of child protection issues and the action she must take if she has any concerns about a child. Parents are informed of her responsibility. The childminder maintains a record of any visitors to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the property and she ensures all necessary measures are taken to minimise any identified risks to children. Comprehensive risk assessments have regard for everything children come into contact with, and the childminder has even extended these to include risk assessments carried out by staff at some of the places she takes children to, such as soft play centres. This shows a well-thought out approach to ensuring children's safety on outings and means that the childminder is well prepared. Comprehensive policies and procedures underpin practice and

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the early years provision

documentation relating to childminding activities is well organised and has regard for confidentiality.

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the early years provision

The childminder organises available space in the home effectively so that children can sit and play in comfort. Good organisation of furniture enables babies to pull themselves up to a standing position and explore walking whilst the provision of several low-level pieces allows children to explore toys from a different perspective. This seems to re-energise children and they investigate resources in a different way to when they are on the floor. Children independently access a good selection of age-appropriate play materials. Children's play provision is further expanded because the childminder makes use of the local toy library and allows children to choose items that interest them. The childminder acknowledges the individuality of each child in her care by ensuring she is well informed about their needs. She differentiates activities as necessary to ensure individualised learning and treats everyone with equal concern.

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the early years provision

This newly registered minder is enthusiastic and keen to develop her practice further. She reflects informally on her existing practice and seeks advice and support from local childminding advisors and other childminders. However, she has not yet implemented any formal system of self-evaluation as a means of monitoring the ongoing quality of the provision and to plan for how areas for development will be achieved.

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the early years provision

The childminder establishes good relationships with parents, whose written feedback on the quality of the service she provides, is very positive. They receive detailed information about the way she organises the childminding provision and how their children spend their time. Informal discussions are supplemented by a daily communication diary to which both childminder and parents contribute. This ensures continuity of children's care and a joint approach to promoting their welfare. Parents have seen the learning and development records the childminder is keeping on their children although they are not yet contributing to these. Children do not currently attend other settings but the childminder is aware of the importance of establishing good partnerships with other providers to ensure continuity of children's care, education and any extended support.

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and outcomes for children

Children are interested, active learners who make good progress towards the early learning goals and gain the skills they need for future learning through a variety of adult-led and child-initiated activities. They make choices and decisions about what they would like to play with and remain involved. The childminder interacts This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 positively with children and effectively supports their play and exploration. For example, children enjoy playing with a slinky and are encouraged to investigate how they can change the shape of this. They recognise the different animal sounds on the 'wobble stick' and correctly name the corresponding animal. The childminder joins in but deliberately makes mistakes by linking an animal noise to the wrong animal, children enjoy her input and take pleasure in correcting her. Exploration of shaving foam enables children to use their senses and results in

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and outcomes for children

squeals of delight as they investigate how this feels on their fingers. They use the different tools provided to make marks and then try blowing the foam off their fingers. The provision of a bowl of bubbly water to clean their hands afterwards leads on to water play and helping to clean the tools they have used. The childminder spends lots of time talking and listening to children, which promotes their developing communication skills. She includes babies in this by acknowledging their signs, gestures and sounds. Children are encouraged to think and make decisions because the childminder introduces questions into play and she encourages their awareness of number by introducing counting at every opportunity. This is even done with the babies as they place chosen objects into a container. Children benefit from regular outings within the local community which extends their social interaction and adds variety to their day. They begin to gain

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and outcomes for children

understanding of technology at a simple level as they play with interactive toys and make music using the keyboard. The childminder monitors children's progress and achievements through observation and uses these to plan for the next steps in their learning. She has made a good start in putting together a learning and development record for each child.

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and outcomes for children

Children get on well with the childminder, demonstrating the formation of secure, trusting relationships. They receive lots of praise and encouragement, which supports their developing self-esteem. The childminder encourages good manners and helps children learn to take turns and respect the wishes of one another. Children are accommodated in a clean, comfortable home. They begin to learn how to manage their own personal hygiene as they use antibacterial gel and have a go at washing their hands and faces with flannels. The childminder works closely with parents to ensure a consistent approach to potty training, even to the extent of ensuring the same phrases are used, which means that children do not become confused. Children have daily opportunities for fresh air and exercise as they play outside in the garden and visit the park. The childminder responds positively to requests to go in the garden and they have fun playing on the different play

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and outcomes for children

apparatus provided. Babies are not restricted in their movements outside and enjoy crawling freely on the patio and grass. Parents and childminder share responsibility for the provision of food. The childminder takes positive measures to ensure food provided from home is stored and heated correctly, which reduces risks to children’s health. Children are supervised carefully but allowed the freedom to explore. They learn how to keep themselves safe as the childminder talks to them about any undesired actions that could be potentially hazardous and intervenes promptly to prevent accidents. 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 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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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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