Childminder in Milton Keynes

Inspection report for early years provision

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Unique reference number 141419 Inspection date 15/11/2011 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 1997. He lives with his wife, and their two teenage children. The childminder's wife is also a registered childminder. They live in Furzton, Milton Keynes, Buckinghamshire within walking distance of local amenities. The childminder uses the whole of the ground floor for childminding. Washing and toilet facilities are on the first floor. There is a fully enclosed rear garden for outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. He is registered to care for a maximum of six children under eight years at any one time, of whom three may be in the early years age group. When working with another childminder he may care for a maximum of six children in the early years age group, of whom two may be under one year. Currently, there are five children on roll. Of these, three are in the early years age group. The family pet is a dog.

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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

Overall, children are making good progress in their learning and development. The childminder makes good arrangements to promote children's welfare and safety. He communicates openly with parents to ensure a shared approach to children's care and learning. However, he does not link closely with other childcare professionals to develop his skills and ability to meet children's needs. He has a good capacity to maintain continuous improvement. He has addressed all recommendations from his previous inspection and he is making good use of evaluation to assess his childcare practice.

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further?

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

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further?

 develop further strategies to work in partnership with other professionals in the community to support children's development and progress  develop further systems to monitor that all areas of learning are equally important and depend on each other to support a rounded approach to each child's individual development .

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the early years provision

The childminder takes effective steps to help him safeguard children. He is confident in his knowledge of child protection issues and follows the Local This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Safeguarding Children Board's guidance. He works effectively with his childminding partner to supervise children closely and they make sure that children are never left alone with unvetted individuals. The childminder has a clear understanding of how to deal with concerns about children's welfare. He uses risk assessments and visual checks to minimise hazards to children. For example, he uses childproof locks, stair gates and fire fighting equipment to help provide a safe environment.

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the early years provision

Overall, the childminder takes positive steps to increase his knowledge of the Early Years Foundation Stage and childcare issues. He benefits from his co-childminder cascading training that she has attended. However, he does not take full advantage of all of the resources available. For example, he does not benefit from the professional knowledge of practitioners such as the staff at the local Sure Start centre. The childminder is aware of his role in promoting partnership working where children receive education and care in more than one setting. He has considered how he will achieve this, but he does not care for any children to whom this applies.

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the early years provision

The childminder promotes inclusion and equality well. He has a good understanding of children's individual needs, cultures and backgrounds. This helps him to meet their needs sensitively. He uses resources, such as small world figures, that show positive images of diversity. These help children develop an awareness of wider society and to feel that they all belong regardless of their background.

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the early years provision

The childminder provides a varied range of resources that meet the developmental needs of the children. They are easily accessible to the children which helps them to develop independent skills as they choose what to play with. The childminder makes good use of self-evaluation to assess his strengths and identify areas for improvement. He works jointly with his childminding partner to take effective action to improve outcomes for children. He has established positive relationships with parents to fully involve them in their children's care and learning. He understands the importance of openness and trust between all parties. He keeps abreast of children's changing needs by discussing them with parents. With his childminder partner, they provide parents with good quality feedback to help them to build on what children know.

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and outcomes for children

The childminder works closely with his childminding partner to plan and deliver a wide range of activities that are fun and appealing to children. He knows activities that children enjoy and develops these to extend their learning. For example, the children enjoy playing outdoors and, therefore, he provides a range of toys with wheels and ball games. This helps children to develop their physical health and develop spatial awareness, coordination and balance. He and his partner carry out regular observations of children's learning and use this to plan for their individual learning needs. However, they do not link these closely to the different areas of learning. This makes it difficult to monitor that all areas are being given equal This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 importance and that there no gaps in children's learning.

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and outcomes for children

Children enjoy good quality activities indoors and outside of the home. Creative activities such as play dough provide opportunities for young children to make marks and to use various tools, such as rolling pins and cutters. They explore and experiment as they regularly use resources such as sand and water. They are achieving and enjoying well as they play. Children develop their imagination and extend learning with activities such as pretend play. For example, figures that reflect older and younger people lead to discussion about people in the community. Children develop skills for the future as they use their increasing communication and language skills as they take part in role-play.

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and outcomes for children

Children are learning about healthy lifestyles. They find out about healthy eating as they play with different fruits and vegetables in role-play games and choose from nutritious foods for lunch. They further develop their understanding of healthy lifestyles through good hygiene habits, such washing their hands before handling food. Children enjoy regular exercise in the garden and also go out on walks. Children are learning about how to stay safe. The childminder teaches them about road safety and they understand that good behaviour helps to keep them safe. They feel safe and secure in the care of the childminder who is kind, calm and acts as a good role model. 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 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 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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