Childminder in Buckinghamshire

Inspection report for early years provision

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Unique reference number EY424186 Inspection date 11/01/2012 Inspector Carol Willett

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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. She lives with her partner and primary school age child in Stoke Poges, Buckinghamshire. The childminder uses the whole of the ground floor of the house for childminding. There is an enclosed garden available for outside play. The childminder makes use of local facilities such as parks, the library and toddler groups. The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of five children under eight years of age at any one time, of whom no more than three may be in the early years age range. The childminder has five children under eight years currently on roll, three of whom 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

The childminder is friendly, calm and caring and interacts well with the children so they are confident and happy. Children make good progress in all areas of development because the childminder plans well to ensure their individual learning needs are met. There are strong relationships in place with parents and developing links with other providers overall to support children's care and learning. The childminder uses generally effective systems to reflect on her practice and demonstrates a good capacity to promote continuous improvement.

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further?

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

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further?

 strengthen further the systems for self-evaluation to identify the setting's strengths and priorities for development that will improve the quality of provision for all children  develop partnerships with other early years providers by sharing all relevant information about children's progress.

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the early years provision

The childminder makes sure that children are safeguarded effectively and are always closely supervised. She has attended safeguarding children training and has a written safeguarding policy. She is clear about the action she would take if she had any concerns regarding the children's welfare. Children's safety is effectively promoted as the childminder completes both visual and written risk assessments of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 her home and for all outings undertaken.

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the early years provision

The childminder is well organised and her home and garden are safe and comfortable. Therefore, children are at ease as they play. Children have access to a wide selection of good quality toys and resources. They can easily reach their preferred toys because these are stored in boxes in low shelving units. The childminder positively promotes equality and diversity with the children offering good support as needed. She has a range of resources to develop children's awareness of different cultures and abilities and she is planning to obtain more. Children's individual needs are well known and all children are included in the activities.

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the early years provision

The childminder demonstrates an enthusiastic attitude towards driving improvement and providing good quality childcare. She realises the benefit of evaluating her provision and although her systems are not yet fully developed, she has made a good start. For example, she identifies her strengths and areas for development. Future plans include addressing training needs, which currently include food hygiene and developing children's creativity. The childminder is also strengthening her systems for promoting the next steps in children's learning. She discusses her service with parents and has positive feedback from them to enable her to find out their views prior to her inspection. She talks daily with parents and uses their views to assess and improve her practice.

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the early years provision

The childminder supports parents well as she provides flexible arrangements. Parents are kept well informed through the sharing of written documentation and policies. Information about routines and activities is shared through detailed conversations and a written daily diary. The childminder is developing sound links with the local pre-school that children attend. She has not had the opportunity to share all aspects of children's progress, as they are relatively new to the setting. However, she has started to share information to promote continuity in their care and learning.

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and outcomes for children

Children play in a homely, caring environment where they are happy, secure and can play safely. They are able to make independent choices about the activities they want to do and have independent access to a wide range of good quality toys. The childminder has good interactive skills to support the children's learning. She is very reassuring and speaks to children in a calm, caring manner. The childminder builds on children's interests and abilities and is developing effective systems for observing and monitoring their progress. She uses her written observations and supports these with photographic evidence of the children engaged in activities. Parents view children daily diaries and development records and have opportunities to record their comments. Therefore, children make good progress in all areas of their learning.

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and outcomes for children

Children's personal and emotional development is well promoted. For example, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 babies are able to sleep when they need to. Children enjoy cuddles with the childminder as they sit on a large beanbag to look at books and listen to stories. They like to role-play and act out their experiences as they play with the dolls and buggy and play kitchen. The childminder encourages the children to solve problems for themselves and skilfully includes this in their play. They enjoy working out how the pieces of jigsaw fit into the puzzle board, turning them around and persevering until they fit. The childminder sits with them and encourages them to look at the pieces carefully to match them to the spaces. The childminder is effective in encouraging children's learning as they play. For example, as children explore a selection of items, the childminder uses

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and outcomes for children

mathematical language, such as 'large' and 'small', naming shapes and encourages counting. This means that very young children are developing good early mathematical skills.

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and outcomes for children

Children enjoy many mark making opportunities and fully explore their creativity, for example, when using paints, chalks and crayons. The childminder displays children's work on the wall, developing their sense of belonging and good levels of self-esteem. The childminder actively supports children's knowledge and understanding of the world through outings in the local community where they go on nature walks and visit toddler groups and local parks. Children's physical development is promoted well by the childminder. Children have good opportunities to play in the childminder's garden and resources include a wooden fort, climbing frame, slide and a large trampoline. The children play happily and safely. They enjoy fresh air and exercise daily as they go on outings and they walk to the local preschool. Children show increasing skill when using equipment that develops their technological skills. Overall, the childminder provides a wide range

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and outcomes for children

of activities and resources that enable children and babies to develop good skills for future learning.

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and outcomes for children

Children develop a good awareness of keeping themselves safe. For example, they learn about road safety and older children practise emergency evacuation drills. They eat their snack sitting down and the childminder reminds them why this is necessary. The childminder is well organised and enables children play in a very clean well maintained home. Children learn about healthy lifestyles and good hygiene practices through effective daily routines. They wash their hands after using the toilet and before they eat. Nappy changing procedures effectively limit the risk of cross infection. Children become aware of healthy options as the childminder works closely with the parents who provide the meals for their children. The childminder ensures children have access to drinks throughout the day. Her positive and calm approach to the children promotes good behaviour. She is consistent and clear in her approach and encourages children to respect each

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and outcomes for children

other and share together. Young children are content and settled because their health, physical and dietary requirements are well met. 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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