Childminder in Milton Keynes

Inspection report for early years provision

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Unique reference number EY218425 Inspection date 25/06/2012 Inspector Kim Mundy

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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

This childminder registered in 2002. She lives with her husband and their two children in Springfield, Milton Keynes, Buckinghamshire. The whole ground floor of the childminder's house is available for childminding and there is an enclosed garden for outside play. The childminder collects children from the local schools. She attends pre-school groups and visits local amenities, such as the park and shops. The childminder has experience of caring for children with special educational needs and/or learning disabilities.

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Description of the childminding

The childminder is registered to care for a maximum of five children at any one time and of these, three may be in the early years age range. She is currently minding two children in this age group. The childminder is registered on the Early Years Register and both 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 outstanding.

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The overall effectiveness of the early years provision

This highly dedicated childminder is an innovative practitioner. She places equally strong emphasis on children's safety, welfare and learning requirements. Children thoroughly enjoy the exciting range of activities on offer as they make excellent progress towards the early learning goals. Exemplary partnerships with parents and others mean that the uniqueness of each child is fully valued and respected. In the main, children are learning about diversity in our society. The childminder closely monitors her childminding service and she demonstrates a strong capacity to drive improvement.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 helping children become more aware of disability issues to enhance their understanding of similarities and differences in people.

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the early years provision

The childminder is extremely vigilant in ensuring the safeguarding of children and recognises the need to inform and work with relevant agencies. Thorough daily This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 risk assessments for the premises and outings mean that children play and explore in very safe environments. Indoor and outdoor space is used very effectively and there is an excellent range of quality toys and resources.

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the early years provision

Highly effective systems for self-evaluation lead to continuous improvement in the childminder's service. Since the last inspection, the childminder has updated her complaints procedure to further support partnership with parents. Furthermore, the childminder attends extensive training courses to keep abreast of childminding issues, which in turn benefits the children. In practice, the childminder's wide range of comprehensive policies and procedures successfully underpin the excellent running of this childminding service.

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the early years provision

The provision for promoting inclusive practice is outstanding. The childminder knows the children very well and she is highly focused on fulfilling the needs of each and every individual. As a result, she is acutely aware of what each child can do and what they need to learn next. The childminder has experience of caring for children with different special educational needs and/or learning disabilities. In addition, this very experienced childminder works with other agencies and carries out any necessary individual care for children, such as speech therapy exercises. She has effective systems in place to support children learning English as an additional language.

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the early years provision

Exemplary partnerships exist between parents, carers and the childminder. The childminder gathers very detailed information about their welfare and development when they first start. Every child has a daily diary, which includes their routine and clearly demonstrates how they are making excellent progress towards the early learning goals. The diary also includes photos of children during their play. The childminder establishes very effective links with other settings the children attend, such as pre-schools. This in turn helps her to provide continuity of care and to complement their learning.

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and outcomes for children

Well-established routines and procedures maintain excellent standards of hygiene. Children are developing a very good understanding of why it is important to lead healthy lives. They know they need clean hands in order to be safe to bake cakes and eat snacks. The childminder discusses children's individual dietary requirements with parents. Children experience sociable snack and meal times when they sit together and learn good manners. They use 'please' and 'thank you' without prompts. Children particularly enjoy 'pick and mix' lunches when they make informed choices about proteins, such as egg and meat, and freely choose to eat salads.

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and outcomes for children

Children are encouraged to be very active and understand the benefits of physical activity. They develop excellent control over their bodies as they run, climb, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 balance and slide on a variety of equipment in the garden and at the park. The childminder provides wet suits for outdoor play so that the outdoors can be accessed in all weathers. Children recall, with great detail and delight, having fun splashing in puddles. Children talk about keeping themselves safe; they recall having to hold hands when practising road safety. In addition, they tidy away their toys so they are not a tripping hazard. Children smile and nod in response to the constant praise and encouragement given by the childminder. As a result, they are developing excellent confidence and self-esteem. Children show kindness and consideration towards others, for instance, as they offer drinks to younger

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and outcomes for children

The childminder has extensive knowledge of the Early Years Foundation Stage and how to help children learn and progress. She is particularly skilled at guiding and supporting, rather than directing the children's learning. She knows when to intervene and when to stand back to enable the children to explore. For instance, she allows children to independently add ingredients and crack their eggs when baking cakes. Children are developing excellent skills for the future. They are practising their early mark-making skills through a wide range of medium. They do this by using their fingers to make marks in sand, paint, shaving foam and soap flakes. The childminder places a very strong emphasis on children's speaking and listening skills. There are many words, letters and pictures in the environment to help children learn that print carries meaning. Children are encouraged to take an interest in books. They enjoy repetitive stories, for instance about the life cycle of

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and outcomes for children

the butterfly. In addition, children have fun and develop their investigating skills by using magnifying glasses as they look for creepy crawlies in the garden. The childminder plans these imaginative activities to further complement what the children are learning in pre-school.

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and outcomes for children

Children have excellent opportunities to learn about diversity in Britain as they play with multicultural toys and celebrate festivals, such as Chinese New Year. Although, helping children to become more aware of disability issues is not fully in place. Children learn to make sense of the world by participating in many worthwhile experiences, such as planting vegetables in the garden. They giggle and laugh as they operate the hand controls and follow instructions during a dancing game. They spend time increasing their early numeracy and problem- solving skills. For example, as they weigh ingredients, build towers of bricks, pair socks and sort various objects. Children spontaneously use lots of mathematical language during their cooking activity as they count their cakes and talk about their size. They recall having fun making dens in the garden using a sheet and clothes pegs. The children experience first-hand learning experiences, which

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and outcomes for children

prepare them extremely well for their future education. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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