Childminder in Buckinghamshire

Inspection report for early years provision

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Unique reference number EY438828 Inspection date 13/06/2012 Inspector Carolyn Hasler

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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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 2012. She lives with her husband who acts as her assistant, her pre-school child, and her sister who acts as her assistant, her husband and pre-school child. They live in High Wycombe, Buckinghamshire, close to shops, parks, schools and public transport links. The whole of the ground floor of the childminder's home is used for childminding.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, no more than two of which may be in the early years age range. When working with assistants, this number is raised to a maximum of six children under eight years at any one time; no more than three may be in the early years age range. She is currently minding three children in this age group; some on a part-time basis. She also offers care to children aged over five years to 11 years. The childminder is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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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 quality of the provision is good. Children's needs are well met. They are making good progress in their learning and development. Overall, relationships with parents are positive. However, initial partnerships with parents to establish what children can do at the time of admission are at the development stage. The childminder demonstrates a strong capacity for ongoing improvement.

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further?

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

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further?

 develop further the two-way flow of information with parents by offering more opportunities for them to contribute towards their child's initial assessment to establish their child's starting point.

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the early years provision

The childminder demonstrates a secure knowledge and understanding of safeguarding issues. She ensures she and each of her assistants have completed safeguarding training. In addition, she shows a good understanding of her responsibilities to ensure children are protected from harm. This includes working in partnership with appropriate key authorities. The childminder provides a safe and secure environment. She monitors visitors to the setting and ensures all adults This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 living on the premises have completed vetting procedures. The premises and outings are risk assessed to ensure children have opportunities to learn and play safely. Fire safety precautions are taken and emergency evacuation procedures are practised. Children's health is protected through strong hygiene procedures.

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the early years provision

Although the childminder has not been minding for long, she has established a well-organised service for children and their families. She and her team of assistants have prioritised training to improve outcomes for children. Since starting to mind, the childminder has improved children's independence and access to resources, by reviewing how she organises space and resources. Her future plans include the development of her outside space to give increased opportunities for children to be physically active. She is aware of her weaknesses and has sought support from more experienced childminders and her local authority to re-address this. Her service is both reflective and evaluative.

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the early years provision

Overall, the childminder and her assistants make good use of the resources and experiences they offer children. They are pro-active in using teaching methods that encourage children to express their thoughts and extend their experiences. Children have a strong sense of self worth because the childminder and her assistants foster a feeling of achievement. This helps children develop a good attitude to learning. Initial discussions with parents build a picture of what children can do before children start at the setting. Overall, records which show children's progress against the areas of learning are effective. However, initial assessments on what children know at the time of their admission are less developed.

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the early years provision

The childminder and her assistants provide an inclusive service. They have a good understanding of each child's individual needs. This helps them to support children in valuing their own cultures, ethnicity, ability and disabilities, in addition to learning about others. There are positive images and resources available to support diversity. In addition, children have opportunities to play and learn within a diverse community of peers. This provides opportunities for children to explore and develop a knowledge of the bigger world they live in.

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the early years provision

The childminder and her assistants build strong and effective relationships with parents. Broadly speaking they have good channels of communication to share information. These include time to chat to parents about their children, daily diaries and access to developmental records. Parent's views are sought and valued. The partnership shares responsibility for supporting children's progress and developing the service. Although the childminder has not yet had the opportunity of working in partnership with other key agencies, she is able to demonstrate her commitment to helping children reach their full potential through a shared responsibility.

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and outcomes for children

Children enjoy coming to the childminder's home. They build strong relationships with the adults who work with them. Priority is given to helping children settle and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 feel nurtured. Children are learning social skills and acceptance of others. They understand and abide by the social boundaries. They are learning to share and turn take, because adults around them help them understand how to negotiate and compromise. Kindness towards others and showing caring attitudes are fostered. Children show high levels of independence and choice making in their learning. They are praised for their skills and abilities. This gives children a sense of achievement and builds confidence.

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and outcomes for children

Children are gaining an awareness of how to stay safe through monitored and well supervised health and safety procedures. These include practising evacuation of the premises, staying safe while out and playing safely within the home environment. Consistent routines and good practices help children become aware of their own health and safety. For instance, hand washing activities, providing disposable or individual resources for children and reinforcing practice through discussions. Children enjoy a range of physically challenging activities while with the childminder. These include activities the childminder provides and also extended activities, through outings to the local park and children's centre. This enables children to develop an awareness of their own dexterity and potential risks and danger. Children learn the importance of regular drinks in hot weather and enjoy a healthy variety of snacks and meals during their day. Positive images of

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and outcomes for children

healthy foods are strategically displayed close to eating areas, to reinforce healthy choices.

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and outcomes for children

Children enjoy their time and achieve as a result of the attention and support they receive from adults around them. The childminder and her assistants engage and focus children's attention to explore and try out activities. Overall, they use open and explorative language with children to encourage them to think of solutions and extend vocabulary. Books and stories are enjoyed. Children have opportunities to make marks with water on paving stones, in the sand, or use giant chalks on a board. Picture and name recognition is encouraged. Mathematical language linked to colour, shape, number, size or counting, is comfortably used within every day play. This helps children to observe and absorb meaning. Children have opportunities to observe and take note of what is happening around them. They explore the natural environment, listen to and identify noises, such as aeroplanes and hot air balloons. They use all of their senses to learn and broaden their

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and outcomes for children

experiences. They have a range of interactive activities which help children to understand how technology works. Overall, children are making good progress in their learning and development, because they have good attitudes towards learning and their experiences are varied, exciting and constantly extending. This helps children build the skills they need to succeed in the future. 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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