Childminder in Wokingham

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 with the childminder, and enjoy their time with her. They are developing positive relationships and confidence in and outside of the childminding home.  Children benefit from a good range of activities and outings. The childminder provides effective interaction overall, to support children's learning and development outcomes.  Strong relationships are in place with parents and other carers. This supports consistency and continuity in meeting children's care and learning needs.  The childminder demonstrates a good understanding of children as individuals and their progress towards the early learning goals. She effectively uses observation and planning to support children's outcomes. This results in children making good progress in their learning and development.

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It is not yet outstanding because

 Children's do not always have consistent opportunities to freely experiment and create during art and craft activities. These are, at times, adult-led and directed. This impacts on children using their own imaginations and skills during some creative activities.  The childminder does not consistently help children to learn positive attitudes to promote an inclusive ethos in her discussions with children about toys and resources. For example, she refers to 'boys' and 'girls' toys and resources at times. This does not fully support children's open-ended thinking and understanding of equality.

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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 activities between the childminder and minded children at the inspection.

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Inspection activities

 The inspector spoke to the childminder about her knowledge and understanding of children's learning and development progress.  The inspector chatted and interacted with minded children at the inspection.

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Inspection activities

 The inspector viewed information provided by parents of minded children about their views and opinions of the childminder's service.

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Inspection activities

 The inspector viewed paperwork, including a sample of written policies and procedures and children's progress records.

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Information about the setting

The childminder registered in 2012. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There is currently one child on roll in the early years age group.

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Information about the setting

The childminder lives with her husband and two young children. The family live in Aborfield, Berkshire. The whole house is used for childminding, with the exception of the main bedroom. There is an enclosed garden for outdoor play. The home is accessible at street level.

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Information about the setting

Local facilities are within walking distance, such as, parks, schools and shops. The childminder makes use of local facilities, such as parks, the library and toddler groups. The childminder is able to take and collect children from local schools and pre-schools.

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

 develop and encourage open-ended thinking that helps children learn about positive attitudes, challenges stereotypes and reflects an inclusive ethos during conversations about the resources

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

 review the approach to art and craft activities to encourage and support the inventive ways in which children create, helping children when needed while taking care not to 'take over' during activities to promote children's creative and imaginative development further.

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who attend

The childminder demonstrates an effective understanding of children as individuals. She has a strong knowledge of the progress children make in their learning and development. Good observation and planning systems enable the childminder to identify children's learning and development needs accurately. She actively plans for children's progress. This results in children making good progress in their learning and development. The childminder works closely with parents and other carers to understand children's ongoing care and learning needs. This enables her to gain effective information regarding children's starting points. The childminder provides daily feedback both verbally and in writing to parents about children's activities and progress. This underpins consistency and continuity in children's care and learning outcomes.

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who attend

Children participate in a good range of activities, play experiences and outings. Overall, the childminder effectively interacts with children. She is warm, encouraging and positive in her approach. This strongly encourages children to be active learners. For example, children concentrate well and become fully involved during activities with the childminder. Children enjoy various art and craft activities, such as painting with brushes. Some art and craft activities do not always fully enable children to create freely for themselves, using their own ideas. This impacts on children using their own imagination and skills to create their own art and craft items. The childminder promotes children's communication, language and literacy skills effectively. For example, while reading a book, she asks open questions to underpin thinking and language skills. In addition, the childminder encourages children to be aware of the printed words in the book and to join in the story.

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who attend

Effective activities support children's mathematical development, such as counting, weighing ingredients when cooking and recognising numbers in the outdoor environment.

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who attend

Good activities are organised to widen children's understanding of the world, such as ordering a book from a catalogue and receiving it through the post. This enables children to develop a good understanding of how events link. The childminder organises social activities for children to meet and play with other children. This supports children in developing good social skills, such as talking and playing with other children. Children, therefore, acquire the skills they will need for the next stage in their learning.

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

Children form good relationships with the childminder and feel at ease in her care. The childminder provides plenty of praise and encouragement to children. This effectively supports children's positive self-esteem and feelings of self-worth. In addition, children develop their strong sense of security in the childminding home. The childminder encourages children to care for each other. She praises children for their help with younger children, which values the children's caring and positive behaviour. The childminder promotes a strong sense of belonging through celebrating special events with children and valuing their contributions. For example, she displays children's artwork.

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

The childminder promotes children's self-care skills effectively. For example, she makes a sticker chart to support children's progress in toilet training. This underpins children's achievements effectively and leads to children making good progress in their self-care. The childminder provides discussions about why children need to wash their hands and provides reminders about their safety. The children practise the emergency evacuation procedure. This promotes their good understanding of hygiene practices and safety procedures. Children benefit from healthy meals, snacks and drinks with treats in moderation. The childminder involves children in preparing food and cooking activities. This promotes children's physical skills as they use small tools to mix and cut, supports independent skills, and underpins children's understanding of healthy choices. Daily outdoor activities ensure children benefit from fresh air and physical activity, for example,

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

through walks to feed the ducks and using the nearby parks.

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

Children make independent choices from the toys and resources on offer. These are easily accessible to children, for example, games are stored in a low-level cupboard. Children have equal access to all age and stage appropriate resources regardless of gender. At times when speaking with the children, the childminder categorises the toys and resources into 'girls' and 'boys'. This does not fully support them in learning positive attitudes, challenge stereotypes or promote an inclusive ethos. The childminder demonstrates a strong understanding of how to support children's transitions, such as to pre-school. For example, she provides outings and activities that support children's confidence in their social interactions with other children and adults.

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provision

The childminder demonstrates she understands her responsibilities to meet the legal requirements well. She has a good understanding of her responsibilities to safeguard children. She carries out ongoing risk assessments to promote children's safety in and outside of the childminding home. The childminder has a strong understanding of safeguarding issues and the steps to take in the event of concerns arising about children's welfare.

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provision

The childminder demonstrates a strong understanding of her responsibilities to deliver the learning and development requirements. She is highly conscious of the importance of her role in underpinning individual children's progress. For example, through effective observation and planning systems, and the promotion of children's independent skills and confidence.

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provision

The childminder forms strong partnerships with parents and other carers. She provides good information and effective communication to work harmoniously with parents and other carers. The childminder currently has no external partnerships in place. She demonstrates a good understanding of the importance of working closely with others involved in children's care and learning, such as other settings.

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provision

The childminder demonstrates a strong understanding of her service. She actively gains and encourages parents' feedback and takes good account of children's needs and interests. The childminder has undertaken further training to support her knowledge and practice. She demonstrates a commitment to undertaking more training and is booked to attend some future training. This effectively supports the childminder in identifying the strengths of her service and priorities for improvement.

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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 EY440792 Local authority Wokingham Inspection number 806299 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 2

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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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