Munsch, Stephanie

Inspection report for early years provision

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Unique reference number EY433455 Inspection date 02/02/2012 Inspector Susan May

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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 lives with her partner and daughter aged two years in Maidenhead, Berkshire. All of the premises is used for childminding. There is a fully enclosed garden for outdoor play.

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Description of the childminding

The childminder is registered on the Early Years Register; the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of five children under eight years; of these, two may be in the early years age group. The childminder is currently minding one child in the early years age group.

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Description of the childminding

The childminder is prepared to take and collect children from local schools and pre- schools.

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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 are safe and secure as they play in the childminder's home. They become inquisitive learners as the childminder provides activities and experiences that support children's welfare, learning and development. Each child is valued as an individual, with clear policies and procedures in place to promote inclusion. There are secure links with parents and others involved in the children's care, with some information on children's learning shared. The childminder thinks about the service she offers and has a vision for her practice. This demonstrates a commitment to improvement for the benefit of the children.

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further?

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

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further?

 provide regular opportunities for parents to have input in the planning of next steps, through sharing information about children's experiences and achievements at home.

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the early years provision

The childminder is enthusiastic about her role as a childminder and offers a warm, child-friendly home environment where children feel safe and secure. She offers a fully inclusive service where children's individual needs are recognised and respected. The childminding day is organised well with a range of comprehensive policies and procedures relating to all aspects of children's welfare in place. Children are protected because the childminder is vigilant and has a clear understanding of her role in safeguarding children. Visitors' procedures are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 stringent and children are not left unsupervised at any time with persons who do not have the appropriate checks. To keep her home safe and minimise hazards when off the premises the childminder follows a comprehensive range of written risk assessments. Children have good access to a broad range of activities, toys

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the early years provision

and resources that provide a variety of age appropriate experiences to promote their learning. All children's documentation is in place and includes the relevant parental consents. Confidentiality is observed at all times.

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the early years provision

Everyday information about the children is shared through daily verbal chats, photographs and a daily diary. Parents' feedback is positive as they comment that they have every confidence in the childminder's ability to interact well with children; that she is efficient and enthusiastic and children are happy in her care. Although it is not relevant for the children currently cared for, the childminder demonstrates through discussion, an understanding of sharing information with other providers to help ensure consistency and continuity in children's learning. The childminder considers all aspects of the practice. She is implementing the knowledge and skills she acquired on the pre-registration training course and is clearly developing her practice as she gains in experience. She receives regular information on training courses from the local authority and meets with other childminders. This provides opportunities to discuss good practice, share

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the early years provision

knowledge and exchange ideas. The childminder thinks about the care and learning experiences she offers, and has identified areas for development; and how she might achieve them. This demonstrates a commitment to making improvements that will benefit the children.

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and outcomes for children

Children enjoy a warm relationship with the childminder and look to her for support if they are unsure of a situation. For example, if they are wary of visitors. Children are eager to sample the toys and resources available to them indoors and enjoy playing outside as they access age appropriate equipment. Each child is given individual care and attention; providing them with opportunities to make good progress in their learning and development. The childminder offers a balance of adult-initiated and child-led activities as she plans ahead. Children's development records identify progress through observations and assessments. These records are available to parents, however they have not, as yet, been encouraged to share learning experiences, events and achievements at home to help inform next steps. This leaves some gaps in their shared knowledge of the children.

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and outcomes for children

The childminder uses age appropriate techniques to help to extend children's knowledge and understanding. For example, to help develop language and communication skills, young children who have not yet developed speech, make 'sounds' to the childminder, who repeats them back, helping them recognise that words have meaning. Children are regularly spoken to in German and French and have good access to books in the home, many of which are also in languages other than English. This helps children begin to recognise similarities and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 differences in culture and the wider world. This is supported by resources available to promote positive images. Children have opportunities to mark-make as they use tools to make patterns in the play dough and use paints and crayons. They have ample opportunities for fresh air and exercise and to find out about the natural

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and outcomes for children

world as they go for walks, visit local parks and shops and plant vegetables in the childminder's garden. Children develop control and coordination as they have access to a variety of construction toys with which to build and develop problem solving skills. Children enjoy songs and rhymes, often moving spontaneously to the music. They regularly attend rhyme time at the local library. Children develop future skills as they use interactive toys and express pleasure as they press the different buttons and switches to make light and sounds. Children explore their creativity as they have access to art and craft materials in the home and opportunities to experiment with a wider range of media at groups they attend. They have access to role-play resources and use their imaginations to explore situations. For example, as they play with the kitchen and play food.

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and outcomes for children

The childminder is fully aware of each child's family context and circumstance. She welcomes all into her home, recognising and respecting their individuality and particular needs. Routines are met in line with parental wishes and the daily needs of the children themselves. For example, they have the opportunity to rest or be active according to their needs. Children socialise with other children in the childminder's home and at groups they attend. The childminder has clear expectations of behaviour and provides a good base on which children can develop sound social skills. For example, as they sit together to enjoy healthy snacks and meals, socialising and developing good future eating habits. Drinks are readily available. Their self-esteem and confidence is promoted as the childminder praises them for their achievements, however small. Children begin to understand about caring for each other as the childminder encourages them to share and be kind to

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and outcomes for children

each other. They begin to learn to be aware of safety issues as the childminder provides guidelines to help them understand about keeping safe. For example, recognising the sound the smoke alarm makes and what it may mean. The childminder is on hand to offer support when it is required and children often invite her into their play; she recognises that children learn through play. The commitment she demonstrates to improving her practice along with her developing knowledge of the early learning goals, helps to ensure children progress well in her care. 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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