Childminder in Milton Keynes

Inspection report for early years provision

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Unique reference number 141523 Inspection date 10/11/2011 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 2001. 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, who is six years old. They live in Newport Pagnell, close to Milton Keynes, in Buckinghamshire. The childminder uses the whole of the ground floor of the premises for childminding. Children have access to the open plan living room, dining area and kitchen. Washing and toilet facilities are at this level. There is a fully enclosed garden for outside play. The childminder's home is within walking distance of local amenities, including schools, shops and parks. The childminder is registered to care for a maximum of five children under eight at any one time. Currently, there are two children on roll; they are in the early years age group. The childminder holds a NVQ Level 3 qualification in Childcare and Education.

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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

Children excel in the provision that the childminder makes for their learning and development. The childminder takes an extremely professional approach to all aspects of her practice; she achieves excellent outcomes for children in most areas. Extremely strong partnership with parents ensures that she meets all aspects of children individuals needs as an utmost priority. The childminder makes effective use of reflective practice and achieves continuous improvement. Additionally, she addresses recommendations from previous inspections fully.

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further?

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

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further?

 strengthening partnership working with other providers where children receive education and care by taking the lead role, to enhance communication and maintain continuity and coherence for children's learning and development at the highest level

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the early years provision

The childminder safeguards children highly. Her highly reflective practice ensures that she regularly reviews all matters relating to keeping children safe. She has clear policies and procedures in place to manage essential aspects of her provision and to enhance communication with parents. The childminder knows the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 procedure to safeguard children from abuse and neglect. She knows the main types of abuse and signs and indicators that children are vulnerable. She is extremely confident in her ability to deal with causes of concern to safeguard children. Her safeguarding policy is in keeping with Local Safeguarding Children Board's Guidance. The childminder maintains her home to extremely high standards of hygiene and safety. The safe home environment encourages children to explore, and develop their confidence and independence. Through her daily

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the early years provision

practice, documentation and the provision that she makes, she demonstrates excellent knowledge of the Early Years Foundation Stage and guidance.

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the early years provision

To improve, the childminder builds on past successes. She is highly motivated to keep her knowledge and childcare practices up to date. She seeks out training, including safeguarding and implements the various aspects of the Early Years Foundation Stage and guidance effectively. The childminder couples the new information to her knowledge of childcare and education to gain excellent outcomes for children. She uses information from children, parents and other settings that children attend to inform her decision-making. She plans meticulously for each child. Inclusion and diversity are strong features of the childminder's provision. Thorough planning for individual children enables the childminder to deploy her resources effectively to fully support children's learning and developmental needs. The childminder is earnest in her intention to promote equality and to tackle unfair discrimination. She makes sure that children are well

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the early years provision

integrated. For example, she enriches the home environment with resources that help children to understand about themselves, cultural diversity and disabilities as an integral part of their play experiences.

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the early years provision

Reflective practice is central to the childminder's evaluation and she applies it consistently well in all areas. This enables her to gain a clear perspective and to plan for further improvements. For example, although her planning is strong she keeps it under constant review. Through careful self-evaluation and her willingness to address areas for improvement, the childminder achieves a childcare provision that shows a minor area for improvement. For example, the childminder is highly committed to working in partnership with others. Relationships with professionals such as the Sure Start Centre and providers where children receive education and care and education are well established. However, she does not always take the lead to demonstrate full confidence in the importance of the information that she pass on to other providers. Parents give glowing reports of the exciting and challenging activities that she provides for children. They state that the

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the early years provision

childminder's care and education has a positive and noticeable effect on children. They state that the children are well-stimulated, disciplined, well-rounded individuals.

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and outcomes for children

Children have ready access to an extensive range of excellent quality resources. The children that the childminder cares for are enthusiastic learners. The childminder's deep knowledge of individual children's needs and unique character This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 enables her to provide the right balance of nurturing and challenge for individual children. This motivates children to develop new skills and to experiment and deepen their understanding. For example, children learn about speed, height and distance through experimentation. They use their body weight, a mechanical tool and the force of gravity to compare and contrast. Exciting activities such as these are developed expertly to seamless cover all areas of learning. The childminder deploys her resources in ways that invite children to be innovative. For example, the demolition site, the realistic workbench with tools along with other safety

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and outcomes for children

resources, such as various types of safety helmets is ideal to provoke children's thinking and prompt their imagination. First hand, experiences such as these develop children's understanding of different aspects of health and safety through creative play.

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and outcomes for children

Excellent planning and use of the inspiring resources provides an environment where children make choices and delight in learning. Children are enjoying and achieving to high standards. They are developing excellent skills for the future, because the childminder continually look for ways to improve the quality of their learning. Children learn to make positive contributions and to understand that they are important because the childminder meet their individual needs consistently. She takes exact account of their individual stage of development. This ensures that each child have opportunity to maximise their learning in fun and exciting ways. For example, problem solving resources range from the very simple, such as single piece puzzles to the very complex such as experimenting with magnets. In this, environment children learn to engross themselves in purposeful learning across all areas. Children behave well because the childminder sets high expectations for

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and outcomes for children

behaviour. Additionally, she nurtures children effectively to understand and to care for others. Children learn about different aspects of being healthy through their daily experiences. For example, they know to wash their hands before eating and food preparation. They learn to make healthy choices about food and ask for the fruits they like to be included at meal times. Children are learning to take increasing control of their personal care.

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and outcomes for children

Activities such as cooking provide opportunities for children to weigh, measure, explore change and test their senses. They learn about the natural world as they plant and grow different things in the garden. For example, they compare and contrast the different length of time that it takes plants such as sunflowers and strawberries to grow. They extend learning as they compare their growth to that of the plants. Children play outdoors across the seasons. In addition, to activities in the community, the childminder uses her garden to extend and challenge different aspects of children's learning. Children demonstrate that they feel safe in the childminder's home. They are at ease; they invite others to play. Children contribute to maintaining safe physical environments. For example, they learn to tidy their resources away, and understand that this helps to prevent accidents. In addition, to practical activities including evacuation of the premises, through

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and outcomes for children

discussion the childminder helps children to develop their awareness of personal safety through activities that encourage them to explore feelings and emotions. 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 2 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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