Childminder in Bracknell Forest

Inspection report for early years provision

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Unique reference number EY437851 Inspection date 25/05/2012 Inspector Maria Conroy

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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 lives in Hayes, in the London Borough of Hillingdon with her partner and young child, who is in the early years age range. The lounge/dining room is used for minding purposes, with access to a downstairs bathroom and to one bedroom for sleep purposes. There is a fully enclosed rear garden for outside play. The family have a pet guinea pig.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for four children under eight years, of these, two may be in the early years age range. She is currently caring for two children in the early years age range on a part-time basis.

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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 happy and very settled. The childminder is very much aware of their individual requirements, due to the generally good partnership with parents; as a result, children's needs are well met. The childminder has engaged in self evaluation and clearly knows her strengths and weakness. This is the childminder's first inspection; however, she has already completed training. She has adapted skills acquired during her experience of nursery work to enable her to implement the learning and development and welfare requirements effectively in her home environment. This demonstrates the capacity for continuous improvement.

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further?

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

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further?

 develop effective systems for involving parents in contributing to the observation, assessment and planning for their children's learning.

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the early years provision

Arrangements for protecting and safeguarding children are good. The childminder has clear procedures to follow, including the details of relevant authorities that need to be contacted, in the event of a concern about a child. The childminder has completed safeguarding training, ensuring that her skills and knowledge are kept up to date. She undertakes risk assessments on the areas used by the children, and for the outings they take part in. This helps to ensure children are kept safe. A wide range of policies and procedures are in place to support the childminder's practices, which she shares with parents. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder has reflected on her practice, when completing the process of self evaluation, which has enabled her to identify further areas for development. She is motivated to seek further improvement. She has identified future training courses

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the early years provision

to update her knowledge and skills, for example 'the Early Years Foundation Stage review'. The childminder is part of the buddy scheme, where she receives support from a more experienced childminder in the local area, who acts as a point of reference. She is also keen to keep updated with current practices and does this by reading magazines, issued by the professional body to which she is a member. The childminder actively communicates with parents on a daily basis, which enables parents to make their views known.

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the early years provision

Clearly labelled resources are well organised and attractively laid out to encourage children to participate in a variety of activities, both indoors and outdoors. The childminder asks a range of open-ended questions to encourage children to learn and think for themselves. She is very effective at modelling language, which helps to support young children develop their communication skills. Maintained records show that children are making good progress in their learning.

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the early years provision

The childminder works well in partnership with parents, obtaining detailed information, which enables her to meet children's individual needs. Information about children's key words and routines is gained from parents, enabling the childminder to meet the specific needs of each child attending. In addition, children's communication skills are supported through the use of Makaton sign language. Children are learning to respect each other and those from other cultural backgrounds; they have access to an interesting range of toys and equipment which promote positive images of diversity, such as dolls of different skin colour.

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the early years provision

The childminder liaises effectively with parents and carers and this contributes to children's well-being and development. Parents are kept well-informed through a lovely record of their child's developmental progress, supported with photographs of the children taking part in the range of activities. However, they do not currently contribute to the observation, assessment and planning process to be more involved in their children's learning. The childminder keeps parents informed of daily care through a communication book. There are displays around the lounge, which give parents information, including menus and activity plans. Policies and procedures shared with parents when they place their child enable them to fully understand the childminder's practices. Parents comment their child is 'a happy toddler and we are very happy with the care provided. There is always something special planned and the childminder is great at organising their day.' There are

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the early years provision

currently no children on roll who attend other settings or need support from other agencies. However, the childminder is aware of the need to work in partnership with any other settings if the need arises.

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and outcomes for children

The childminder has an excellent understanding of the learning and development and welfare requirements, which helps to promote children's learning and protect This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their well-being. She provides a stimulating range of opportunities for children to develop their learning in different environments, for example, using the sensory room in the children's centre. The childminder has developed effective systems to observe the children, which informs planning for individual needs.

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and outcomes for children

Children's communication skills are well supported. They take part in singing a range of familiar songs and rhymes and exploring musical instruments. Very young children indicate their song preference by means of pictures which they pick off the choosing board. The children have a great time as they recall what they have done during the morning using a visual timetable to refer to. Children have fun as they pop bubbles in the garden, they splash around in the water tray and use their watering cans to give the flowers a drink. The childminder incorporates problem solving, reasoning and numeracy into everyday routines. The childminder models mathematical language, such as big and small, and children sing number songs. All these experiences mean children develop the skills they will need for their future learning.

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and outcomes for children

Children are very settled and secure and demonstrate a sense of belonging, because the childminder provides a very calm, homely environment. Children demonstrate their understanding of safety issues through play. They learn to recognise dangers, for example, when they make their food in the play kitchen, they blow on it as it is hot. They take part in regular fire drills to ensure they are familiar with how to evacuate the home in the event of a fire.

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and outcomes for children

Children are developing a good understanding of what constitutes a healthy lifestyle. They have regular opportunities to engage in physical activities, such as when they visit the soft play area and the local park. Young children are beginning to establish good practice routines, for example, they take off their shoes when they enter the premises. The childminder prepares a balanced diet, which encourages children to develop healthy eating. They talk about the healthy foods that they like to eat when playing in the play kitchen.

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and outcomes for children

Children are confident, showing good levels of self-esteem and building strong relationships with both the childminder and their friends. They enjoy regular opportunities to meet and play with other children of a similar age through local outings, such as visiting the local children's centre. The childminder praises children; she uses positive re-enforcement, such as 'good sitting' and 'good sharing'. Children are learning to take turns and share appropriately. The childminder has foreseen possible disputes over popular pieces of equipment and has purchased two of some items to prevent this from happening. 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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