Childminder in Wokingham

Inspection report for early years provision

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Unique reference number EY314008 Inspection date 30/07/2010 Inspector Liz Denston

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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 assesses 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 has been registered since 2005. She lives with her three children aged two, five and 11 years in a residential road in Earley near Reading, within walking distance of local shops and schools. The whole of the childminder’s house is used for childminding. There is a fully enclosed garden for outside play. Access is down a sloped drive and a step.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of four children under eight years at any one time, no more than two of which may be in the early years age range. She is currently minding four children in the early year’s age range. She also offers care to children aged over five years to 11 years.

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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

The childminder provides an inclusive service where every child is valued, respected and included. She has excellent partnerships with parents and others to ensure she meets the needs of each individual child in her care. The childminder has all required documentation, policies and procedures and is verbally able to discuss how she moves children's learning forward. She has a generally good understanding of the strengths of her service and consistently aims to improve the outcomes for children and the service she provides . Good use is made of activities to support children's welfare and learning so they progress well.

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further?

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

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further?

 identify further the setting's strengths and priorities for development with reflective practice and self-evaluation to improve the quality of provision for children  ensure records are maintained in a sufficiently consistent manner to improve their accessibility for those who have a right to see them.

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the early years provision

The childminder is very confident in her ability to safeguard and protect children in her care. She has a good understanding of child protection procedures and is able to demonstrate how she protects children in her care. The environment in which children are cared for is safe and children are very much at home and comfortable in her care. Children can move safely around in the home and garden. The childminder has comprehensive risk assessments to ensure children's safety is a priority at home or on outings. The childminder has a current first aid certificate to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 enable her to manage any incidents effectively.

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the early years provision

The childminder has updated her knowledge of the Early Years Foundation Stage to ensure she is meeting the latest requirements. She is able to demonstrate that she knows the individual needs of the children in her care to ensure children have an enjoyable learning experience. The childminder has excellent links and partnerships with parents and others. Parental feedback shows that parents are very happy with the care she provides and one parent says she likes 'the natural way children are learning and developing' and that she is 'kept informed with a daily diary'. Excellent links with children's schools, such as attending open afternoons, mean that the learning children are doing at school can be continued when with the childminder. The children are actively involved in sharing their school experience with the childminder by showing her round on these afternoons. This close liaison also means that behaviour strategies to manage children are

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the early years provision

consistent and regularly discussed between all partners.

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the early years provision

The childminder has a good vision for the future, she is committed to and enjoys her role and promotes inclusive practice. She promotes equality and diversity and talks frankly and openly to children so they learn to respect others differences. The childminder confirms that keeping documentation is not high on her agenda. However, she does maintain all of the required documentation although details are sometimes not consistently stored to make for easy access. In addition, the childminder is aware of the need to extend her current self-evaluation practices.

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the early years provision

The childminder provides a wide range of activities and resources for the children to ensure she covers the six areas of learning and children have an enjoyable experience in her care. Toys and equipment are suitable for the age and needs of the children who attend. Children have plenty of outside play and exciting outings take place in the holiday according to age and numbers of children present. Children help plan and prepare for these trips and are currently keeping a scrapbook of activities they are doing during the holidays. The childminder teaches sustainability through activities, such as recycling and growing peppers and lettuce, so children learn skills for the future.

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and outcomes for children

Children are confident and self-assured in the childminder's care. They interact and respond to her well as she has a secure understanding of their individual needs, providing them with a wide variety of opportunities to achieve throughout their play. The childminder supports each child's development by spending quality time with them and talking and stretching their vocabulary and learning. For example, before a recent trip to an aquarium, the children researched on the internet what they may see, so learning new words and concepts. The childminder provides lots of praise and encouragement and the children play snakes and ladders, counting and learning to take turns and share. This, therefore, promotes children's self- esteem and makes them feel valued. The childminder's interaction with children is positive and encouraging; she effortlessly promotes learning by asking questions and by praising and repeating words of children learning to talk, therefore,

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 reinforcing language skills. The childminder completes basic observations and is able to say how she will move children forward in their next steps of learning but currently written observations do not fully inform planning and support the progress for individual learning needs.

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and outcomes for children

Children have a good understanding of keeping healthy, being able to explain that they wash their hands to 'get rid of germs'. They get plenty of fresh air and opportunities for physical exercise in the garden and when on outings to such places as the park. Children learn about the effects of the sun and the need to put on sun tan lotion before going out to play, they also helped rub on each other so learning to work cooperatively. Children learn about healthy eating by the varied food and snacks that the childminder provides during the day and after school. They also have opportunities to cook and make simple pizzas with a range of healthy options. They shared out the ingredients and were able to create their own versions therefore respecting their freedom to make choices and individuality. These were then cooked and the children enjoyed them for their lunch. They shared out the ingredients and were able to create their own versions therefore

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and outcomes for children

respecting their freedom to make choices and individuality. Children do not become thirsty as drinks are always available. Children practice fire evacuations with the childminder so that they have a good awareness of what to do in the case of a fire and to keep themselves safe.

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and outcomes for children

Children have a wide variety of activities and materials to play with and have a free choice with some adult-led activities. Children enjoy outside play with opportunities to take turns on the seesaw and helping younger children who are not so steady, therefore, learning to take care of each other. The childminder works hard to narrow the gap in children's learning by providing opportunities and encouraging all to mark make and form letter shapes. She values children's 'scribbly' pictures and individual work. By observation of what children are doing at school she has carried this forward with activities when they come home. Children have opportunities for creative play with such things as paint and sand. The childminder uses books, the internet and books for children to learn about the cultures and beliefs of others.

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and outcomes for children

The childminder likes the children to have fun and enjoy themselves but also believes it important children learn about rules, how to behave and to respect each other. For example, she asks children how they feel if someone has not been kind to them. The childminder has discussions with parents so that children receive consistent messages regarding behaviour. The childminder works flexibly with parents over the hours she minds to meet the individual family and children needs. Children blossom and are full of confidence in the friendly care of this enthusiastic childminder. 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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Early Years Foundation Stage

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 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 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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