Childminder in Milton Keynes

Inspection report for early years provision

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Unique reference number EY272450 Inspection date 14/03/2011 Inspector Carolyn Hasler

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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 two adult children in the east flanks of Milton Keynes, close to shops, parks, schools and public transport links. The childminder works in partnership with another registered childminder at this premises. The whole of the premises is used for childminding, including some of the bedrooms.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, no more than three of which may be in the early years age range. She is currently co-minding four children in this age group. 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.

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Description of the childminding

The childminder collects children from the local school and goes to several toddler groups regularly. The childminder is also registered to offer overnight care.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

This childminder offers a welcoming and friendly service. There are successful measures in place to acknowledge children's individuality. Overall, the childminder has effectively introduced the Early Years Foundation Stage into her practice. Welfare and learning and development requirements are met. However, there are some areas to consider improvement. The childminder has a self-evaluation process in place to underpin her service, although, this is not yet fully developed.

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further?

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

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further?

 develop further knowledge and understanding of the Early Years Foundation Stage in order to improve educational programs and extend children's skills and achievements towards the early learning goals  consider the use of a system to verify the identity of any visitors to improve procedures for keeping children safe while on the premises  develop further knowledge and skills to provide an inclusive setting by reviewing and increasing opportunities for children to develop and use their home languages in their play and learning  consider ways to improve the regular two-way flow of information to meet the individual needs of children 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 is meeting regulations and duties to safeguard children and shows a sound knowledge of safeguarding procedures. For example, she is able to demonstrate that she could recognise signs and symptoms of abuse and respond appropriately in the event of a child protection concern. The childminder understands her responsibility to ensure that children are not left unsupervised with others and ensures all adult members of her household have been vetted appropriately by Ofsted. However, the childminder does not record visitors to the premises and this means that children's safety is potentially compromised.

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the early years provision

The childminder has maintained a programme of training on childcare issues. Since the last inspection the childminder has attended a course in Early Years Foundation Stage and food hygiene. She continues to maintain her paediatric first aid. Although the childminder has attended some training, this has been limited. The childminder finds attending courses difficult because of the hours she works. She is aware that she has limited knowledge of the Early Years Foundation Stage and recognises that she needs to become more familiar with this document in order to improve outcomes for children. The childminder has effectively met recommendations set out at the last inspection. These include reviewing resources used in the bathroom area to ensure that cross contamination issues are appropriately considered. Children are now offered paper towels and this has impacted positively on children's hygiene practices. In addition, she ensures that

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the early years provision

parents are informed about her roles and responsibilities to safeguard children, including informing them of the procedure and any documentation she is required to keep. The childminder works in partnership with another childminder; their skills and strengths compliment each other well to support their business. The childminder recognises the value of self evaluation and is beginning to develop an effective system. This has meant she is able to establish improvements to a satisfactory level.

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the early years provision

Children's environment is planned well. There is a variety of toys and resources available. They are generally of good quality and well maintained. However, toys and resources which promote children's awareness of other's diversity or their own ethnicity are limited. Learning and play equipment are stored at low level but generally chosen by the childminder. The childminder is not yet making the most of the resources to fully support children's learning and development in each of the areas of learning. She has begun the process of observing children and uses a tick chart to map their achievements. However, she is insecure in her knowledge of the Early Years Foundation Stage. This impact's on her ability to deliver a fully effective educational programme. For example, she is struggling to make links between achievements and the different areas of learning, identify next steps and plan effectively for future development needs. As a result children's progress in relation

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the early years provision

to their starting points are satisfactory.

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the early years provision

The childminder adequately promotes equality and diversity. All children using this setting are bilingual. English is an additional language. The childminder provides a range of meaningful contexts in which children have opportunities to develop This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 English. Opportunities to use their home languages in their play and learning are less developed. The childminder uses a reasonable range of activities and experiences to support the learning and welfare of all children.

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the early years provision

The childminder has not had the opportunity of working in partnerships with other childcare professionals. However, she is aware of the effectiveness of sharing information and how this can be beneficial to the well-being and development of individual children. She generally has positive relationships with parents and carers, although at times this can be challenging as there are time restraints and language barriers that affect the efficiency of sharing information. The childminder has some strategies in place to deal with this and provides parents with general information on children's achievements and well-being. This includes information on supporting developmental and welfare progress. Parents receive information on policies and procedures and contribute to the experience children receive by providing written consent for a number of different issues which support childcare.

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and outcomes for children

Overall, young children are likely to make sound progress in their learning and development. They are broadly content and are willing to engage in a range of activities. In general, most activities are unplanned but adult-led. Children are making choices about what they want to play with from play resources set out for them. They happily comply and engage in activities with enthusiasm.

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and outcomes for children

Children are happy and content in the presence of the childminder and her co- worker. Very young children are aware of themselves as separate to others. They have a high dependency on both of the childminder's but feel safe and secure because they are provided with a nurturing environment. Children appear settled. They are confident and show good levels of self-esteem. They build strong relationships with the adults around them. Young children demonstrate a willingness to keep themselves and others safe through their good behaviour. Children are particularly skilled in working together, sharing and taking turns. They have opportunities to mix with other children when they visit their local soft play area.

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and outcomes for children

Children are building an awareness of the importance of having a healthy lifestyle. They are active and exuberant in their play, moving around the environment with ease. They have a well set out physical play area and a range of play resources which support their awareness of their bodies and help develop control and balance. Young children are supported to complete personal hygiene tasks. They take part and are familiar with daily routines that help them learn about hand washing and other tasks which keep them healthy. They have good role models in both the childminder's, which encourages younger children's own awareness. Children are learning the importance of healthy eating and are offered a selection of healthy choices. Drinks are available throughout their day. Younger children appear content and settled because their health, physical and dietary requirements are well met. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are generally making satisfactory progress in communicating, literacy, numeracy and skills related to information and communication technology. All children are generally successful in making their needs known through a range of verbal and non verbal, actions, sounds and vocabulary. They hear lots of encouraging, descriptive, simple language around them to help them make sense of their environment. Children see written words in books. They have a range of books to choose from and enjoy looking at these on their own or during story time with the childminder. Resources such as construction equipment, puzzles, bead trails and shape sorters are well used and enjoyed. They help children solve problems of how to make things fit together and work as a unit, match or form patterns. There is a range of push button interactive toys available and enjoyed. The childminder supports children's use of the computer which helps them become

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and outcomes for children

familiar with technology. Overall, children generally secure the skills they require in order to progress in their learning. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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