Childminder in Buckinghamshire

Inspection date

Previous inspection date 04/10/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children settle well and feel happy, safe and confident in this welcoming setting.  Through the self-evaluation process, the childminder has identified her strengths, taken action to make many improvements and has set some realistic plans for the future.  There are good opportunities for children to develop their physical skills both indoors and outdoors.  Parents are overwhelmingly happy with the flexible service provided.

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It is not yet outstanding because

 Although the childminder promotes children's language development well, she does not always use the correct names when describing things to children.  Children do not always have opportunities to move towards independence and develop self-care skills, such as, washing their hands before eating and sitting at the table throughout a meal.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed children at play.

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Inspection activities

 The inspector took account of the views of parents from written feedback provided for this inspection.  The inspector checked the self-evaluation form for evidence of improvement.

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Information about the setting

The childminder registered in 2012. She lives with her husband and 3 children, aged 15, 12 and 8 years in a house in a residential area of Aylesbury in Buckinghamshire. It is close to schools, shops, pre-schools and play parks. Children have use of all rooms on the ground floor including the lounge, kitchen-diner and conservatory. Toileting facilities are situated on the first floor along with space for a travel cot to be set up for day time naps. There is a fully enclosed garden available for outdoor play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of six children under eight years, three of whom may be in the early years age group.

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To further improve the quality of the early years provision the provider should:

 increase the opportunities for children to develop their independence and self-care skills

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To further improve the quality of the early years provision the provider should:

 extend children's vocabulary by using the correct words to describe things when talking and reading stories.

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who attend

Children make good progress in all areas of learning as they take part in an interesting range of activities. Some are based on their interests, while others are linked to their current stage of development. The childminder knows the children in her care well and, using information from parents about their starting points, builds on areas they need to develop. For example, for children who are not keen on walking while out and about, the childminder provides a child-sized shopping trolley for them to push containing their favourite toy. This aids their stability and gives them confidence as they increase their stamina and strength. The childminder supports children who are less keen on messy play by organising regular activities, such as painting and playing with dough. This gives them the chance to explore different sensory experiences, such as cold paint on their hand. It also gives them the opportunity to get used to wearing an apron in readiness for going to

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who attend

Children benefit from the childminder's positive attitude. She clearly enjoys her work and is determined to make a difference. For example, she enthusiastically engages with them and chats freely, asking lots of questions to promote their language skills. There are occasions, however, where the childminder uses 'baby talk' instead of the correct words, such as, 'horsey' or 'birdie' in place of 'horse' and 'bird'. This has an impact on their developing communication and language skills. Children are motivated and keenly take part in the childminder's suggested activities, such as building with blocks or dressing a doll. Both activities include chances to hear numbers and mathematical language. For example, the childminder counts four blocks and asks how many boots the doll has.

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who attend

Children have ample opportunities to increase and practise their physical skills. For example, the childminder makes space for babies to pull themselves up from their front; roll over from their front to their back; and roll back over to their front, grasping toys around them. The childminder supports their efforts by offering lots of praise and encouragement and takes great delight when they achieve something new for the first time, such as sitting unaided. The garden provides further outdoor play experiences. For example, children bounce on the trampoline and negotiate the pathway and patio using a selection of ride-on toys. Children regularly go to the playground where they use large equipment, such as swings, slides and climbing frames to further extend their confidence and ability. The childminder makes certain children of all ages are included. For example, she provides babies with cloth books to explore while she reads a story to the other

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who attend

children. Not all children demonstrate their independence or self-care skills yet. For example, younger children do not have the opportunity to wash and dry their hands before eating and some have difficulty sitting still at the dining table during meal times. The childminder keeps parents informed about their children's care and achievements verbally each day. They share relevant information and further details and observations of children's progress, which are recorded in their daily diary.

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The contribution of the early years provision to the well-being of children

Children are happy, settled and feel safe in this welcoming environment. They form strong attachments to the childminder, which helps them feel secure and confident. They respond well to the childminder's warm, loving manner and enjoy lots of eye contact, smiles and cuddles from her. Children behave well and play alongside one another cooperatively. The childminder encourages children to be kind, share toys and consider the feelings of others. For example, she praises them when they demonstrate how a toy works to the interested baby who cannot wait to have a go. Children confidently explore their surroundings and are beginning to develop an understanding of how to keep themselves safe. For example, the childminder reminds them to sit still on their chair at lunchtime and explains what might happen if they fall off. She supervises children well at all times, using cushions to prop up a baby learning how to sit up so they do not fall and

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The contribution of the early years provision to the well-being of children

bang their head. Children play in a safe environment, as the childminder has conducted risk assessments to identify potential hazards. She has taken suitable measures to minimise the risk to children, including fitting smoke detectors on both levels of the home, making cables inaccessible, and fitting a lock on the cupboard containing cleaning materials in the bathroom.

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The contribution of the early years provision to the well-being of children

Some children bring their own food from home, which the childminder stores appropriately to make sure it does not spoil. She encourages an understanding of healthy eating by asking children to eat savoury items from their lunchbox before having sweet things. Drinks are freely available in individual beakers throughout the day, and older children pour their own drink from a jug on the kitchen counter. The childminder provides food she prepares in advance and includes children's favourites, such as meatballs and pasta and more traditional dishes, like steak pie and vegetables. Good standards of hygiene are evident and the childminder follows procedures to help ensure germs do not spread, for example, during nappy changes. Children are excited by the bright, stimulating environment. They independently access an interesting range of toys and resources, making choices about what they want to do, for example, playing an imaginary game with

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The contribution of the early years provision to the well-being of children

the cars. Children are well prepared for the transition from home to the childminder's setting. The childminder organises several informal visits for the children and their families so they can all get to know one another and forge relationships. This develops into short visits where children stay on their own with the childminder. These visits are designed to build children's confidence so they become familiar with the childminder and the environment.

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provision

The childminder's confidence has increased since registration and she is now competent in her delivery of all aspects of the Early Years Foundation Stage framework. She knows the children very well and uses this information to plan suitable activities designed to help ensure they make progress and meet their individual needs. The childminder monitors children's progress through regular observations and has developed a two-way flow of information with parents. The childminder has a sound knowledge of safeguarding issues; she has devised her own safeguarding policy which she shares with parents so they are aware of her role in the protection of children. She is familiar with the referral process if she has concerns about the children in her care and is equally aware of how to protect herself and her family.

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provision

Through self-evaluation the childminder demonstrates how she has improved her service. She has addressed all the issues raised at her initial registration visit, which means the environment is safe. There is a greater variety of toys and resources, especially those reflecting diversity, such as dolls with different skin tones. The childminder is honest in her approach and is keen to provide the best service she can. Hence, she has actively sought advice from her childminder buddy, particularly in relation to making certain her written policies and procedures contain accurate details. She also uses a local on-line childminder forum where she has found some useful tips, such as registering for free milk for children under five.

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provision

Parents' feedback is overwhelmingly positive. They describe the childminder as loving and caring with a bubbly, confident character. Parents feel she offers imaginative activities both indoors and outdoors, always gives time to each child, and takes on board information given about their individual needs. They describe the environment as a lovely warm home that is safe, fun and nurturing. All parents trust the childminder with comments, such as, 'other childcare settings have never matched up to the care provided'; 'I couldn't have found a better person to leave my child with'; and 'I am thoroughly pleased with the childcare she offers'. Parents feel children are happy and have an excellent relationship with the childminder. They say she listens carefully to what children say and is always there to give them a hug or offer some reassuring words. Overall parents feel the service provided is flexible and professional and organised in every

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY443154 Local authority Buckinghamshire Inspection number 788501 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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