Childminder in Buckinghamshire

Inspection report for early years provision

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Unique reference number EY435204 Inspection date 16/02/2012 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 2011. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their child, aged four years. They live in Aylesbury, Buckinghamshire. The whole of the childminder's home may be used for childminding. However, childminding activities mainly take place on the ground floor of the premises, where children have access to the playroom, kitchen-diner and living room. Washing and toilet facilities are at this level. There is an enclosed rear garden for children's outdoor activities. The childminder's home is within walking distance of amenities such as parks, shops, schools and preschools. The childminder is registered to care for a maximum of five children under eight years at any one time, of these; three may be in the early years age group. Currently, there are two children on roll in the early years age group.

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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 at ease in the childminder's care and they are making good progress in their learning and development overall. The childminder follows parent's guidance carefully and she engages them effectively to achieve individual care for each child. This enables her to meet children's personal and cultural needs well. The childminder meets all aspects of children's welfare and safety effectively and she addresses most aspects of practice relating to health properly. The childminders demonstrates reasonable capacity for continuous improvement. She has started to make good use of the process of self-evaluation; however, this area of practice is not fully developed to cover all areas of her provision.

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further?

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

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further?

 develop further the use of self-evaluation to extend effective practice and help improve outcomes for every child  develop further children's awareness of healthy practices, for example, through consistent routines for practices such as washing and drying hands particularly before handling food

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the early years provision

The childminder makes effective arrangements to safeguard children's welfare. She links safeguarding to all areas of her work and she uses this knowledge to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 inform her practice each day. For example, she knows what to do if she has concerns about children's well-being. Additionally, she keeps relevant contact numbers so that she can respond immediately to safeguard children. The childminder makes sure that she can see or hear the children at all times. The childminder uses risk assessments effectively and she takes appropriate action to minimise hazards to children indoors and outside of the home. For example, a stair gate prevents children's unsupervised access to the stairs. She stores hazardous substances out of children's sight and reach. She makes sure that children are safe and comfortable when they sleep and eat and she addresses fire safety matters

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the early years provision

properly. Documentation required to safeguard children's health and welfare is in place and is accurate and up-to-date. This includes attendance records for children, along with their record forms and the required written parental permissions. The childminder maintains her home to a good standard of hygiene and she supports children well to develop some good hygiene habits. For example, she attends to children's personal care needs promptly. In addition, she uses good hygiene procedures to reduce the risk of cross infection between individuals when she changes children's nappies. However, the practice for children to wash their hands before eating is inconsistent and the use of a single hand towels between individuals presents some risks of cross infection. The childminder provides children with balanced and nutritious food that is appetising. She promotes healthy eating and is careful to include fresh fruits in children's diet daily. Additionally, she

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the early years provision

makes drinking water readily available to children throughout the day. Overall, the childminder makes effective use of her resources; they are readily accessible to the children. The play resources are attractive, varied, and appropriate to the developmental stages of the children in the childminder's care. Through self-evaluation, the childminder is aware that her resources do not include many items to raise children's awareness of all areas of diversity. However, the childminder has a positive attitude to equality, she makes parents and children feel welcome in her home. In addition, she gains good quality information about children at the start of placements. This means she is aware of children's starting points. The childminder communicates openly with parents each day and she shares information with them about children's achievements. The childminder encourages parents to provide information to support their children's welfare and

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the early years provision

learning. The childminder is aware of her responsibility for partnership working where children attend more than one setting. However, she has not cared for any such children to date. The process of self-evaluation is new for the childminder. Nevertheless, she is aware of its importance to drive improvement. She is not yet making full use of it, for example, although she identifies areas for improvement she does not set targets to achieve them. For example, she identifies that children would benefit from resources to increase their awareness of different aspects of diversity. However, she has not put a plan in place to make sure that she achieves the improvements she identifies in a timely manner. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children use good quality play resources, which helps them to explore learning across all areas. The childminder knows children's starting points and this helps her to support their learning and development well. Children separate from their parents and are less anxious because she prepares well for their arrival each day. The childminder bases children's activities closely on the Practice Guidance for the Early Years Foundation Stage. Children are making good progress in their learning and development overall. However, the childminder's practice is not fully developed to show how she will monitor her activities to make sure that she covers all areas and aspects of learning for every child, consistently, as they move forward. Children are making purposeful choices about play and developing their individual learning styles very well because the childminder builds on what they know. Children are developing good language and communication skills. The childminder

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and outcomes for children

is responsive to their communication, verbal and non-verbal. Children learn to make marks from an early age. Resources such as sand, play dough and chalk provide fun ways for children to develop fine movement and coordination as they experiment in their creative play, regardless of their ability. Children experiment with resources such as sand and water; they are learning about volume, size and textures while they have fun. The childminder gives children her time in play and conversation, which extends child-initiated activities and helps children to maintain their focus and develop concentration. The attractive resources are set out to encourage the children to explore their environment and to increase their mobility. Through thoughtful first hand experiences, children are achieving and enjoying well. Children show that they feel safe in the childminder's care. They are familiar with the safe physical environment

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and outcomes for children

and hugs and cuddles are commonplace between the children and the childminder. Children are using modern resources in their play and they learn to take control. For example, they make the interactive play centres work and start to understand about cause and effect. They are developing useful skills for the future. Through regular practice, children learn about different aspects of healthy lifestyles. For example, in addition to outdoor activities, children crawl, roll, walk and stretch as they play indoors. Children's physical activities, which encourage them to move around freely and develop their coordination, balance and spatial awareness, are in keeping with their stages of development. The childminder takes good care of children's personal hygiene needs, although there is some inconsistency to the practice for hand washing. Children are learning to behave well; the childminder is patient, gentle and firm. She praises children and lets them

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and outcomes for children

know when they have done well. Equally, she lets children know when behaviour is unwanted and how it affects others. Children are learning to make positive contributions and developing good social skills, which promotes their understanding of inclusion. 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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