Childminder in West Berkshire

Inspection report for early years provision

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Unique reference number EY425078 Inspection date 05/10/2011 Inspector Susan Marriott

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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 2011 and holds a relevant childcare qualification. She lives with her husband and one child aged two years in Arlesey, Bedfordshire. The childminder lives in a first floor flat within a house. The whole of the property is available to use for childminding. There is no garden available for outside play. The childminder uses local parks on a daily basis for outdoor activities. The childminder is able to take and collect children from local schools and pre-schools. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register to care for five children at any one time. She is currently minding five children on a flexible part time basis and all of these children are in the early years age group. The childminder is a member of the National Childminding Association.

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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

Children clearly feel safe in the childminder's care and she is very warm, caring and responsive to them, securing their personal, social and emotional development. The childminder knows the children well and this enables her to successfully meet their welfare, learning, developmental and individual needs. Required risk assessment for the home and outings is in place. The childminder works closely with parents to ensure continuity of care for children, and communication takes place between the childminder and other childcare partners to ensure information is shared. The childminder reflects upon her practice and shows good capacity for improvement.

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further?

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

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further?

 develop the opportunities for partnership working where children receive care and education in more than one setting.

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the early years provision

The childminder is very good at caring for children according to their needs and provides lots of new learning opportunities in a stimulating environment. She uses her extensive experience gained from many years of working with children to promote good quality provision where children are happy and purposefully occupied. Children's welfare is properly safeguarded by the childminder who has a good knowledge of local safeguarding procedures and related issues, ensuring that all eligible household members have suitable vetting checks. The childminder conducts risk assessments and regular safety checks for her home, taking action to manage or eliminate any risks, generally ensuring children's safety. Required This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 documentation is in place, including written policies which underpin the safe operation of the service.

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the early years provision

The learning environment promotes children's progression towards the early learning goals. This is a very clean and well-maintained family home where children are able to easily access toys brought into the living room or stored in the bedroom. The childminder has a good understanding of anti-discrimination. As a result, she provides a service which is inclusive for all children and their families. The childminder has substantial experience of addressing suspected and identified special educational needs and disabilities. She is well aware of children's developmental stages and appreciates the importance of maintaining children's fragile self-esteem and confidence. The childminder reflects upon her practice as she seeks to continuously improve and develop her service in line with her aspiration to provide high quality care.

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the early years provision

The childminder has a good understanding of the importance of maintaining close links with other professionals involved with the children to promote consistent care. The childminder has already identified that there is scope for developing these links further to ensure that information is used to promote children's achievement and well-being. Effective written daily diaries and verbal communication strategies demonstrate the value placed upon partnership working by the childminder who makes every effort to keep parents fully informed of all matters relating to their child's care and welfare. The childminder provides parents with a detailed account of how young children have spent their day and the activities which they have enjoyed. Children's individual needs are discussed with parents and re-visited regularly during daily conversations.

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and outcomes for children

This gentle, calm and friendly childminder has recently established her childminding activities and nurtures children's development effectively. Children settle quickly and demonstrate that they feel safe and secure as they readily accept the visiting inspector. Ongoing discussions mean that young children understand the importance of daily practices, such as washing their hands before snacks and meals. Children are developing an awareness of healthy eating as they are encouraged to try different fruits and the childminder gently chatters with them about the colours of the cups and lids. When they are ready to play, the childminder engages them in an exploratory activity, mixing water and cornflour to make 'gloop'. She offers lots of praise and encouragement as the children watch with fascination as the mixture run through their fingers. The childminder has food colouring ready to extend the play appeal of the activity. She asks open questions

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and outcomes for children

to make children think, such as 'What do you think is going to happen?' The children are encouraged to vocalise what they see and they talk about making patterns, and use words such as 'squiggly' and 'marble' as the mixture turns pink.

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and outcomes for children

The days are well structured and flexibly planned to suit the ages and stages of development of the children attending and the childminder offers a wide range of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 activities, toys, games and equipment. She provides lots of sensory experiences such as play with dry pasta and rice and cooked spaghetti. Children select books from a basket on the floor and the childminder reads the book to them. She points out the characters and there are squeals of excitement as the children recognise and count their favourite characters. Because there is no garden, the childminder takes the children out everyday, ensuring that they benefit from regular fresh air and exercise. A recent favourite activity has been to take a picnic to a grassed area where the children can see the trains going by on the nearby track.

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and outcomes for children

As a qualified nursery nurse with substantial experience of working in nursery settings, the childminder is very comfortable with planning, observation and assessment systems. She compiles a delightful learning journal for each child, with annotated photographs showing children's achievements. Information from observation and assessment is linked to the six areas of learning and the childminder is using the development matters criteria in a very effective way to guide her planning of activities which actively promotes children's progress. Children's behaviour is managed very well and they are learning to share their toys and work together when it is time to tidy away. Good hygiene procedures, such as the wearing of gloves when changing nappies, protect the children's health and well-being. Children learn about keeping safe inside and outside of the home because they are reminded not to run across the room, lest they trip and fall.

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and outcomes for children

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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