Childminder in Milton Keynes

Inspection report for early years provision

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Unique reference number EY345732 Inspection date 15/02/2011 Inspector Cordalee Harrison

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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 registered in 2007. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their three children. They live in Bradwell Common, Milton Keynes, Buckinghamshire. The whole of the childminder's home may be used for childminding. However, childminding is mainly contained to the ground floor of the premises where children have access to the living room, conservatory and the kitchen diner. Washing and toilet facilities are located on the first floor and arrangements are made for children to sleep at this level. There is an enclosed rear garden for children's outside play. The childminder's home is with walking distance of local amenities, such as parks, schools, preschools and shops.

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Description of the childminding

The childminder is registered to care for a maximum of three children under eight years; of these, not more than one may be in the early years age group, and of these, not more than one may be under one year at any one time. Currently there are three children on roll, of these, two are in the early years age group and the other is in the age group for the compulsory part of the Childcare Register. The childminder is an Accredited Childminder and member of the Milton Keynes Children Come first Childminding Network. The family pet is a cat.

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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 knows the children very well, this ensures that she plans and prepares high quality play and learning experiences for children indoors and out side of the home routinely. She works closely with parents and shares good quality information with them. Additionally, the childminder seeks the views of children and parents to ensure that the care and service that she provides is in keeping with their needs and expectations. The childminder is working effectively to maintain continuous improvement, she has addressed the recommendations made at the previous inspection. In addition, she has a clear vision and effective strategies in place to drive improvement, therefore there are few weaknesses in her provision overall.

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further?

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

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further?

 improve the risk assessment to include anything with which children may come into contact  improve the presentation of children's resources to enable them to make better use of the play resources to fully promote child-initiate activities 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 safeguards children and promotes their learning and development to a high standard. Through training she is driving improvement in her practice; she has achieved a level 3 qualification in childcare and education and is currently studying for an early years foundation degree. The childminder is confident in her knowledge of the Early Years Foundation Stage and guidance and she uses it effectively to support and promote all areas of her childcare practice. The childminder relates safeguarding to all aspects of her practice, such as child protection, health and hygiene, food and nutrition, the physical environment and documentation. Overall, the precautions that she takes to safeguard children are effective. The childminder has secure knowledge of the child protection element of safeguarding, she knows the main types of abuse and she is clear about lines of communication to deal with concerns about children's welfare. She takes account

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the early years provision

of parents, and the local and registering authority. The childminder shares good quality information about safeguarding with parents to help them to act independently to safeguard children. In addition, she safeguards children by supervising them closely and ensuring that they are not alone with anyone who is not vetted. She makes sure that she can see or hear the children at all times. Documentation required to safeguard children's health and welfare is in place. This includes the necessary information.

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the early years provision

The childminder uses risk assessments and hazard checks to create and maintain environments that are safe overall for children. This enables children to move around freely and to make use of the available play space. For example, fire safety is properly addressed. To minimise accidents to children stair gates and childproof locks are in place. However, whilst the childminder's risk assessments cover all areas of her activities they do not capture all elements of risks to children, such as the safe management of the water butt in the garden. The childminder provides many good quality resources to support children's learning and development. There is ample good quality toys along with equipment, such as high chairs, a nappy changing and a travel cot. The childminder is passionate about healthy eating and uses many effective strategies to develop and extend children's understanding about the importance of healthy eating. The childminder is positive

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the early years provision

in her attitude to issues of equality, she knows the importance of treating each child and their parents equitably and with respect. She ensures her service is open to all regardless to background, culture or ability. The childminder consistently provides opportunities for high quality play and learning that are appropriate to children's age and stage of development. Through books, stories, pictures and creative activities she raises children's awareness of cultural diversity and supports them to understand about similarities and differences. However, she acknowledges that resources to raise children's awareness about disabilities are not a core part of her resources at present. The childminder uses the process of self-evaluation to assess her practice; she identifies many strengths and some areas for improvement. For example, she recognises that children will benefit from being able to experience more free flow play between the house and the garden; she is

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the early years provision

actively seeking solutions to achieve this. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder works closely with parents and others who are involved in children's care and learning. She gains information about children's starting points and settling children is a key strength of her provision. This enables her to provide an environment and resources that are familiar to the children. She develops trusting relationships with children and parents. In addition, to verbal communication each day the childminder shares good quality information with them. She uses methods such as notices, children's observation records, daily diaries and well-considered policies, which enables parents to make informed decisions about their childcare placements. The childminder receives many thank you cards from children and parents. The childminder welcomes input from other professionals who are involved in children's learning and welfare; the methods that

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the early years provision

she uses in her interaction with childcare and educational professionals promotes continuity of care for these children.

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and outcomes for children

Children flourish in the childminder's care because she introduces them to many good quality play and learning experiences that are stimulating, challenging and fun. She makes effective use of observation, reflective practice and planning. She plans and delivers age and stage appropriate activities for the children she looks after. She knows that she is an essential part of the provision that she makes for very young children. Therefore, she organises her time to ensure that they get her time and attention in play, conversation and personal care. The childminder is gentle and patient with children. This helps children to develop their trust in her and assures their emotional security, they are able to use their comforters at will. The childminder talks and listens to the children; she asks open questions, which encourages them to respond with words and gestures. She is responsive to the children and is quick to follow their lead in child-initiated activities. The childminder

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and outcomes for children

is very skillful at helping children to make connection across the areas of learning. For example, she encourages them to look to find the light reflection from the torch. She develops the activity with the use of positional language and challenges the children to focus and to identify the different parts of the body as she directs the light, children respond with words and gestures to show their understanding. Children use many interactive play resources, which introduces them to modern technology. For example, they operate the play dough machine. They develop fine movement and coordination as they use various tools to cut and manipulate the dough. They learn to identify the primary colours and to experiment as the different colours mix. Messy activities such as painting provide opportunities for children to make marks along with a range of other mark making implements. Children use their creative activities to develop learning across the areas, such as

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and outcomes for children

role-play to practice life skills, cooking to extend their understanding of healthy eating and signing to promote language and communication.

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and outcomes for children

Through first hand experiences the children are developing very good understanding of different aspects of being healthy and developing many good skills for the future. For example, cooking activities and the nutritious meals that This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 they develop in-depth knowledge of how to prepare food, the nutritional value of food and safe food handling practices. They promote their good health through practice including hand washing, brushing teeth and interaction with health professionals such as the dentist. Balance, stamina, spatial awareness and coordination are promoted as they use a variety of outdoor equipment in play. Good standard of safety in the home and activities that are based on topic and themes, such as transport provide many more opportunities for children to learn about different aspects of safety and to identify the features of safe environments.

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and outcomes for children

The variety of activities that children experience outside of the home promotes children's social skills and raises their awareness of diversity. Children learn the boundaries for safe behaviour, because the childminder uses strategies that are appropriate to their understanding. For example, distraction, gentle reminders and clear and consistent boundaries are the main strategies that she uses with these very young children. She supports them very well to learn to share and progress from parallel play to joint activities. Children experience a good balance of adult and child-initiate activities However, the manner in which some of their resources are presented makes it difficult for children to follow their ideas through spontaneously to fully develop their individual learning styles. The childminder supports children very well to make timely progress towards the expectations of the early learning.

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and outcomes for 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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