Childminder in Buckinghamshire

Inspection report for early years provision

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Unique reference number EY280530 Inspection date 30/08/2011 Inspector Kim Mundy

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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 2004. She works with another registered childminder and minds from her co-childminder's home. The co-childminder's husband and three children live at the property in Chalfont St. Peter in Buckinghamshire. The ground floor of the property is used for childminding with sleeping facilities available upstairs. There is a fully enclosed garden for outdoor play. The childminder walks or drives to local schools to take and collect children. She attends the local parent and toddler group.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. When working alone, the childminder is registered to care for a maximum of six children at any one time. When working with a co-childminder, they may care for a maximum of eleven children. Currently they are caring for six children in the early years age range, who attend at various times. Occasionally she also works with an assistant.

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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 a warm and caring environment where children's individual needs are met. Her comprehensive knowledge and understanding of how children learn ensures they make good progress in their development. Overall, the trusting partnership with parents means that children's needs are met. Children are safe and secure on the premises and their health is well promoted. The childminder recognises her strengths and areas for development and demonstrates a strong commitment to the continuous improvement of her service.

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further?

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

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further?

 develop further opportunities for parents to be involved in their child's continuous learning and assessment records.

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the early years provision

The childminder places a strong emphasis on children's safety and welfare. Risk assessments cover all areas of the premises and outings, ensuring hazards are minimised and children kept safe at all times. Children are safeguarded because the childminder knows the procedures to follow should she have any child This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 protection concerns. Effective systems are in place to ensure children's health is promoted, for example, the childminder operates a suitable exclusion policy for sick children. The childminder holds a valid first aid certificate to enable her to deal appropriately with any accidents.

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the early years provision

The childminder organises her documentation methodically. She has compiled clear written policies and procedures, which are shared with parents and underpin her good childminding service. The childminder uses the Ofsted self-evaluation form effectively to help her make judgements about her childminding service. She is passionate about her role and has the capacity to continuously improve her good childminding service to benefit the children.

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the early years provision

The childminder offers an inclusive and very welcoming environment. Children's artwork and photographs are displayed, giving them a sense of belonging and value. Boys and girls achieve equally well because activities are designed to appeal to their different interests. Children have ample space to play and help themselves to the good range of toys and activities. When caring for children who speak English as an additional language, the childminder asks parents for key words to use with the children.

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the early years provision

The childminder has a strong and trusting relationship with parents. Children are secure and comfortable because parents share information about their individual needs, interests and experiences with the childminder at the outset. Each child has a learning journey file, in which the childminder notes their routine and progress towards the early learning goals. However, parents are not fully involved in their child's continuous learning and assessment records. The childminder instigates links with other provisions children attend, to help promote continuity of care and learning. In addition, she works with other childminding colleagues to share best practice.

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and outcomes for children

The childminder has a good knowledge and understanding of the Early Years Foundation Stage and how children learn and develop. Planning arrangements allow activities to stem directly from children's interests and support the development of individual skills. A clear picture of each child's development emerges through the effective assessment system and their next steps for learning are significantly linked to the early learning goals. Children are developing skills for the future. They spend time problem solving as they float and sink objects in water bowls, build railway tracks, thread wooden beads and post shapes. Children are increasing their early-writing skills as they paint with their fingers, draw with crayons and make patterns in sand. They enjoy listening to stories to ignite their interest in books. Painting and sticking activities encourage children's creatively and imagination. They make good use of recycling materials to create models of

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and outcomes for children

Children are learning about living things, as they plant sun flowers and feed the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ducks at the park. They are finding out how things work and are fascinated by the vibration of the whisk during a cooking activity. Children are learning about other people's beliefs and celebrate festivals, such as Chinese New Year and Christmas. They play with a variety of resources that promote their understanding of diversity such as books, dolls and dressing-up clothes. Children are making a good start in their early education, having fun as they play and learn.

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and outcomes for children

Children gain a good understanding of how to keep fit and healthy. They have access to a range of apparatus that helps them to develop control over their bodies. In the garden, they are able to climb and slide or balance and bounce on apparatus. They giggle and laugh as they jump in colourful sacks and play hide and seek. Good hygiene routines are carried out, for example, children use paper towels in the bathroom and have their own bed linen at rest time. Children learn about keeping safe and free from harm, for instance, as they practise the fire drill.

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and outcomes for children

Caring and nurturing relationships with the childminder enables children to feel secure. Children are well-behaved. The childminder helps them to learn to share by giving explanations, using distraction techniques and playing turn taking games. The consistent encouragement and praise helps children to develop confidence and self-esteem. Children form close relationships with the childminder and her co- childminder and family. The emphasis on helping children to succeed in their learning is matched by concern for their welfare. 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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