Childminder in Bracknell Forest

Inspection report for early years provision

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Unique reference number EY241728 Inspection date 17/08/2011 Inspector Jo Graham

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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 has been registered since 2000. She lives with her family in Priestwood, Bracknell. There are local shops, parks, schools and pre-schools within walking distance of her home. Most of the house is used for childminding and there is a fully enclosed garden for outdoor play. The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding four children in the early years age group. She also offers before and after school care to children aged over five years to 11 years. The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder attends the local childminder drop-in group with minded children on a regular basis. She holds a Level 2 child care qualification.

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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 recognises the uniqueness of each child and supports their individual needs very well, skilfully adapting activities to help them take an active role in the setting. The childminder self- evaluates well; developing systems to continually improve the provision for the children, and to assess and improve her practice. Most methods for recording and tracking children's progress are developing well. Good relationships with parents and other early years settings promote children's continued learning and well-being.

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further?

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

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further?

 identify and access additional training to continue updating professional knowledge of childcare practice  develop systems to track children's 'next steps' as identified on children's record sheets and in written observations

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the early years provision

The childminder demonstrates a good knowledge of child protection issues and understands the procedures to follow should she have any concerns regarding the welfare of a child in her care. She makes sure any persons not vetted are never left alone with the children and she monitors entry to the premises. These practices contribute to keeping children safe and secure. Self-evaluation provides This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the childminder with an accurate appraisal of her strengths and what she needs to do in order to secure further improvements to the service she offers. Overall, she has a positive attitude to up-date her knowledge through sharing practices with other childminders and using internet resources. However, she has not attended many training courses, although she has identified this as an area to develop.

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the early years provision

The childminder checks her home daily to ensure it is safe and suitable for children to attend and conducts risk assessments for the setting and for outings to further reduce the possibility of accidents. Children show how they stay safe by following 'house rules' such as sitting down on their bottoms to go down the stairs, sitting at the table to eat and using safety straps in the highchairs. Children show they feel safe and content in the childminder's care; they go to her for cuddles, sit on her lap to enjoy one-to-one time and to share their ideas with her as they know their ideas and views are valued.

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the early years provision

The childminder is aware of each child's family context and boosts the children's self- worth by talking positively about their family members. She adeptly adjusts activities to promote inclusion and to enable all children to participate at their own level of learning and to feel a strong sense of belonging. The childminder records accurate and evaluative observations of children's current levels of development and notes their 'next steps' of development to further increase their achievements in all areas of learning. However, she does not always use these assessments to identify and record exactly when children successfully achieve their next developmental steps. Children have access to a wide range of activities, both in the home and through visits to community groups. Toys and equipment are in good condition, age appropriate and support children's developmental needs.

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the early years provision

Children develop an understanding of the wider world by participating in different cultural festivals and celebrations, and accessing books and other resources which depict diversity in a positive way. There are friendly and professional relationships in place with parents, which promote children's care and learning. Good information is collected from parents to ascertain children's initial starting points in their learning. News of children's progress and achievements are shared well through daily conversations with parents who are also able to access their own children's written 'learning profiles' at any time. The childminder uses parental questionnaires to monitor and assess her provision and welcomes parental ideas for further developing her practice. The childminder has also developed effective partnerships with other the childcare settings children attend. For example, she tries to continue to cover topics covered in the other settings when children

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the early years provision

demonstrate an interest, in order to complement their learning and provide continuity of care.

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and outcomes for children

Children make good progress in their play and the imaginative activities provided by the childminder. She knows the children well and they benefit from her good knowledge of the Early Years Foundation Stage curriculum. Children are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 enthusiastic to join in adult-led activities, as well as instigating their own play. They especially enjoy building with the blocks and then knocking down their creations and singing nursery rhymes identified on the poster. Children appear very confident, secure and happy in this environment. They are inquisitive and interested in all that is around them and keenly participate in a wide choice of activities. The childminder skilfully knows when to intervene and offer suggestions and explanations, such as helping children to problem solve but also giving children opportunities to explore at their own pace. This contributes to children's

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and outcomes for children

all round development and enjoyment of learning.

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and outcomes for children

The childminder models appropriate behaviour to the children through her polite interactions and reinforcement of good social skills. Subsequently, the children behave in a similar way, knowing to sit down to eat and understanding the need to share and take turns. Children's behaviour is good, and sensitive reminders from the childminder help to reinforce what is expected of them. Children's confidence and self-esteem are boosted through meaningful praise and encouragement. Children develop good skills for the future through accessing suitable activities. They identify shapes and colours when matching these during the dinosaur board game, activate buttons to operate sounds in toys and are beginning to establish text has meaning as they happily share stories with the childminder. Children communicate their needs through gestures and sounds, as well as conversations with the childminder and the other children. Younger children confidently say new

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and outcomes for children

words and the childminder's sincere praise encourages them to repeat these again and again., thereby boosting their sense of achievement.

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and outcomes for children

Children's health is promoted as the childminder follows good hygiene practices; the children play in a clean environment and have their own coloured towels to use after washing their hands before eating and after using the bathroom. The risk of cross infection is minimised as the childminder undertakes good nappy changing practices and she implements her sickness policy well, ensuring parents are aware of the exclusion periods if their child is ill. Children benefit from accessing healthy snacks and meals, and have easy access to their own drinking cups. The childminder is fully aware of the children's different dietary and religious requirements and respects these fully. Children's knowledge of healthy eating is reinforced through playing board games such as 'The hungry monkey' and regular positive reinforcements by the 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 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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