Childminder in Buckinghamshire

Inspection report for early years provision

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Unique reference number EY280512 Inspection date 01/11/2010 Inspector Victoria Vasiliadis

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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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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 was registered in 2004. She lives with her husband and three school aged children in a residential area of Chalfont Common in Chalfont St Peter. All rooms on the ground floor are used for childminding with sleeping facilities situated on the first floor. There is a fully enclosed garden available for outside play.

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Description of the childminding

The childminder works with another childminder and together they can care for no more than 8 children under 8 years, with no more than 5 may in the early years age group. She currently has 11 children on roll, seven of whom are within the early years age range who attend on a part- time basis. However, when working alone, she may care for no more than five children under eight years, with no more than two in the early years age range.

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Description of the childminding

The childminder is registered on the Early Years Register and the voluntary and compulsory part of the Childcare Register.

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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 provided with a wide range of activities and resources which take account of their individual needs, interests and abilities. The systems for observing and assessing children progress are effective and shared well with parents. The systems for information sharing with others involved in the care and education of the children are developing. Children are safe as the childminder has identified and addressed potential hazards through her risk assessment processes. However, the records of children's attendance do not always record the actual hours of children's arrival and departure.

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further?

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

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further?

 continue to develop the links with others involved in the care and education of the children so that children's learning can be further complemented  ensure that the registers accurately record children times of arrival and departure. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has a good understanding of her role in promoting the safety and welfare of the children in her care and as a result, children are cared for in a safe and secure environment. There are effective risk assessments in place which identify potential hazards to the children both indoors and outdoors and the childminder is proactive in ensuring possible risks to the children are minimised. For example, the garden is checked for harmful plants before being used by the children and hazardous materials have been placed out of children's reach. The childminder has a wide range of written policies and procedures in place that support her practice. She is aware of the possible signs and symptoms which may be displayed if children are being harmed and the appropriate procedures to follow should she have concerns. The childminder ensures that children are only cared for by persons who are suitably vetted, as a consequence children are safeguarded.

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the early years provision

The childminder ensures that parents provide information about their children's individual needs including any linguistic or dietary requirements that must be adhered to. The childminder endeavours to promote an inclusive environment where children's individual needs are met. For example, there are photos of the children displayed in the main playroom which helps children to feel included and valued. The childminder has formed positive relationships with the children, which enables them to explore their environment from a secure base. Children are provided with a wide range of resources, equipment and activities that are fit for purpose, safe and suitably maintained.

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the early years provision

Children benefit from the positive relationships their parents and carers have with the setting. The systems for sharing information with parents are effective. For example, parents and carers are informed of their children's learning and development through the informative progress records that are maintained, daily record sheets inform parents what the child has done each day, including their personal needs and a poster about the Early Years Foundation Stage is displayed for parents to access as they wish. The systems for working with others involved in the care and education of the children are developing and emerging. For example, the childminder talks to teachers when collecting the children from school and uses the newsletters to keep herself up to date with themes that can be extended whilst the children are in her care.

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the early years provision

The childminder demonstrates a clear understanding of the importance of developing systems for self-evaluation. She is keen to make improvements in her practice and has accessed some training courses provided by her local county council. For example, observing and assessing and safeguarding training. She has identified areas in her practise that she wishes to improve and develop, such as regularly reviewing observations to ensure activities meet the needs of the children. The childminder is well organised and has many written policies and procedures in place to ensure the safe and efficient management of her setting. She has of all the legally required records and document in place, with the exception of the children's attendance registers, which do not always record the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 actual hours of children's arrival and departure.

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and outcomes for children

Children are praised for their efforts and achievements and lots of meaningful positive language is used. The children are learning how to form positive relationships with other children, through the sensitive support that the childminder offers. Simple house rules in the form of picture posters help children to learn about acceptable behaviour. For example, using indoor voices when inside and sharing with friends. Children can freely access toys as they are easily accessible as they are stored at low-level, which increases their independence skills. They have access to an appropriate selection of resources that are reflective of the wider community, such as play people and books. In addition, the childminder acknowledges some festivals, such as Diwali, Chinese New Year and Christian festivals.

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and outcomes for children

The children are learning the importance of staying safe. For example, children know what to do in the event of a fire because they routinely practise the evacuation procedures. They also learn that there are consequences to their behaviour which could affect their safety. For example, children are reminded not to run inside as they may hurt themselves and to sit properly on their chairs in case they fall off.

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and outcomes for children

Children's health is well supported and they are beginning to learn the importance of healthy eating. The children are provided with snacks, such as raisins and apples and fresh home made lunches that take account of any dietary requirements or allergies children may have. Children's physical development is promoted as they play in the garden and local parks or go for walks, which contribute to developing healthy lifestyles.

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and outcomes for children

Children make good progress in relation to their starting points and capabilities. This is a result of the effective systems that are in place which identify children's likes, dislikes, interests and abilities. Observation and assessment is clearly linked to planning which is flexible, responding to children's individual interests, their starting points and their capabilities. Clear plans help to identify the next steps in the children's learning and ensure they are actively engaged. Children are engaged and involved in their chosen activities. For example, they enjoy pushing around teddies in pushchairs and creating pictures using glue and different coloured tissue paper.

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and outcomes for children

Children are developing an understanding of numbers as they learn to count everyday objects, such as the number of heads the dinosaur models have. The children have access to a computer which is used under supervision and programmable toys which encourages their interest in information and communication technology. The childminder supports the children's language and literacy skills as she talks to the children, responds to their questions and poses open-ended questions which encourage the children to think for themselves. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 environment supports the children's understanding that print carries meaning. For example, words and pictures identify the contents of boxes and the different equipment available to the children. 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 2 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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