Childminder in Milton Keynes

Inspection report for early years provision

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Unique reference number EY348828 Inspection date 01/11/2011 Inspector Lynne Lewington

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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 lives with her two children in Shenley Brook End, close to Milton Keynes. The whole of the ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children under eight years at any one time. Of these, three children may be in the early years age group. There are currently three children in the early years age range on roll. The childminder can to take and collect children from local schools and attends local children's activities. The family has a pet guinea pig.

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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 welcoming, family environment to promote children's care, learning and play. The happy, relaxed environment helps to ensure children have very good opportunities to progress in their learning. Inclusive practice is clearly evident through the resources available and the information shared between the childminder and parents. Overall, children's safety is well promoted, both in the setting and on outings. The childminder's capacity to maintain continuous improvement is generally good.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 identify aspects of the environment that need to be checked on a regular basis; maintain a record of these particular aspects and when and by whom they have been checked (Suitable premises, environment and equipment). 15/11/2011

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further?

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

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further?

 strengthen the systems for self-evaluation to further identify the setting's strengths and priorities for development, for example, by using the Ofsted self-evaluation form. 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 demonstrates a confident awareness of child protection issues. She is clear about the action she would take if she was concerned about a child in her care. A clear policy supports her practice and ensures parents are aware of her role in this aspect of safeguarding children. The childminder takes clear action to manage identifiable risks both in the home and on outings to promote children's safety. The record of risk assessment does not include all the risks that the childminder clearly manages well in practice. This is a breach of a specific welfare requirement. However, the childminder is clearly knowledgeable and adapts her safety measures to promote children's safety at all times. Children learn to be safety conscious without being fearful. They are developing safety awareness relevant to their individual ages and abilities.

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the early years provision

The premises are warm, clean and well maintained, providing a pleasant environment for children's care. Good quality, age-appropriate toys and resources are easily available to the children both indoors and in the garden. Positive relationships develop with parents from the first introductions. The childminder recognises the importance of finding out about children's routines, their family lives and what they like to do. She uses this information in her daily care, enabling the children to settle and feel comfortable. Introductions to the setting are carefully managed on an individual basis ensuring each child settles happily into the childminder's care. Face-to-face, daily conversations and access to children's development records help parents to feel well informed about their child's progress. Good relationships develop with other settings children attend as the childminder is outgoing and recognises the importance of making links with others

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the early years provision

who care for the children. As a result, good partnership working clearly helps to promote the children's care and learning.

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the early years provision

Equality and diversity is promoted effectively as the childminder takes good care to understand the individuality of each child she cares for. She monitors children's progress well and shares her records and knowledge with parents. The children experience many activities in the local community enabling them to meet many different people, developing their awareness and acceptance of people's differences.

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the early years provision

Overall, the childminder reflects critically on the service she offers to drive improvement. This has resulted in her trying different activities and offering the children new experiences. She attends training opportunities and is keen to develop her knowledge and skills further through more in-depth study. Self- evaluation has not been completed in full detail, although the childminder clearly considers most aspects of her provision well. She seeks parental views to help continually improve the service and promote effective outcomes for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children clearly have a sense of belonging in this setting. They are confident in their interactions with the childminder and as they move independently around the environment. Routine fire drills and consistent road safety routines enable children to develop an awareness of safe behaviours. Good health is promoted through encouraging awareness of healthy eating and good hygiene routines. Children are encouraged to undertake a good variety of physical activities both in the home and on outings. As a result, they develop a good awareness of how an active life promotes good health.

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and outcomes for children

Children make good progress in the childminder's care. Effective use of observational assessment across all areas of learning helps to monitor their progress and identify future learning needs. Children display a strong sense of belonging and security and appear settled and happy. The childminder consistently promotes their self-esteem through her meaningful praise and genuine delight in their achievements. She acts as a very positive roll model to the children in her interactions with them. She listens intently, responds appropriately and encourages their thoughts and ideas through her open questions. The children learn to use good manners and to share and take turns. They also identify their feelings and think about how others may feel. This improves their opportunities of developing good social skills. The childminder demonstrates a good awareness of behaviour management and recognises the importance of consistent expectations and

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and outcomes for children

boundaries. Consequently, the children behave well.

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and outcomes for children

Children undertake many activities, which encourage their awareness of the written word and develop their early mark making skills. The childminder reads to them, they sing action songs and learn rhymes encouraging language development. Good quality fact and fiction books are easily accessible enabling children to use them independently to fuel their imagination and interest. Children use their imaginations well, for example, as they put dollies to sleep on the sofa. They carefully cover them with blankets and stroke them 'to sleep'. The childminder encourages awareness of shape and size as they look at the dollies clothes and the blankets and decide which ones may fit. Opportunities to count are used in everyday activities and help to develop children's early mathematical skills.

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and outcomes for children

Children learn about the wider world through their outings in the local community and activities within the setting. For example, the older children learn about the traditional foods, flags, dress and customs of other countries through books and internet activities. This leads to colouring, dressing up, looking at foreign currency and food-tasting activities, which even the youngest children, participate in. The good quality resources reflect a diverse society, providing positive images of a range of people. Children have opportunities to paint, do collage and use dough, they listen and dance to music all providing good opportunities for creative development. Outings in the local community to children's activities and local parks provide good social experiences enabling children to mix with both adults and children confidently. Children develop good skills for their future learning through This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

the effective range of activities and experiences provided. 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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