Childminder in Buckinghamshire

Inspection date

Previous inspection date 05/09/2012 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 are happy, safe, content and confident. They demonstrate high levels of independence and curiosity in their learning.  The childminder plans for children well and in depth across all seven areas of learning and therefore provides interesting and stimulating activities which enables children to engage and learn  The childminder understands children's needs and interests well and provides a highly inclusive and welcoming environment  Children are making good progress in relation to their starting points and they are well prepared for their next stage of learning  Children's language and communication, their confidence and physical development is given a high priority and many opportunities are set in place for children to listen and speak and respect one another

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It is not yet outstanding because

 The strategies for children to express their feelings through role play, turn taking games and creative play and art are not yet fully established in order to help children manage their feelings, adapt behaviour and talk about their experiences  Although the systems to support transitions into school have been effective, the arrangements for sharing children's achievements and progress with parents and with others to support the continuity of children's learning, is not yet fully established

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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

 discussions with childminder and the children present  Inspection of children's development records and scrutiny of other documentation  observations of children's play and activities

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Information about the setting

The childminder registered in 2012. She lives with her partner and child, aged ten years old. The family live in a bungalow in Marlow, Buckinghamshire. The childminder uses all of the home for childminding and makes good use of the enclosed garden. The childminder is local to parks, the library and toddler groups. The family has a dog. The childminder is registered on the Early Years Register and on the voluntary and compulsory parts of the Childcare Register. She currently has four children on roll within the early years age range although three of these children attend school full-time. The childminder also cares for her grandchildren.

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

 extend the systems in place with parents and other practitioners sharing care of children, to build a more positive impact on children's development and learning

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

 provide opportunities for children to extend their exploration of media and materials in order to express themselves in art and design; by using vocabulary to enable children to talk about their experiences and considering all forms of art, painting and sculpture

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

 support children to be more aware of their own feelings and those of others using for example: activities which promote sharing and turn taking, role play, pictorial photos and pictures of emotions.

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who attend

The childminder provides a generally broad range of toys, resources, activities and outings. These offer children some interesting and challenging experiences to meet their individual needs across all seven areas of learning. For example, a visit to the woods ensured children could run around freely and play 'hide and seek' together under her supervision. Children enjoyed a picnic and looked at the differences between the leaves on trees. They collected leaves to make pictures and found out about a fungus that was growing, understanding that for their own safety they shouldn't touch it. At home children freely choose their play. The childminder supports children's language and communication effectively. As they draw, or complete jigsaw puzzles the childminder maintains ongoing effective dialogue. The children confidently discuss the slippery snake, how many butterflies are in the picture or that the shape is a rectangle. They understand that when

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who attend

completing the animal puzzle they need to search for the animal types in order to be successful. In line with their ability, children are able to draw pictures, copying toys on the table and are clearly proud of their achievements. The childminder responds encouragingly. However, additional resources and ideas to further support children's growing interest using a wider range of resources and materials are not yet freely available.

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who attend

The childminder meets with parents prior to children starting to assess and discuss their welfare and developmental achievements so far. All children have a laminated photo and story board, showing their picture and telling others about them and their family background. Therefore, children feel valued, settle well and learn about one another's similarities and differences. The childminder plans for children according to their interests and any important stages in their lives. This enables children to acquire the important skills they will need for their futures. For example, for a child starting school the childminder has proactively placed an emphasis on routines, enjoying stories, and being independent in order to support the child's readiness and confidence for school. At regular points the childminder provides parents with photographs of activities and her observations of their children's progress. Parents are encouraged to support and share

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who attend

information about their children's learning at home and these systems are developing, albeit in their early stages as the childminder is relatively new to her role.

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who attend

Overall, all children are working within the typical range of development expected for their age across all seven areas of learning. The childminder's secure understanding of each child promotes their development. Her warm manner and enthusiasm means that children are interested in what they do and are keen to learn. Children's communication and language, physical skills and personal, social and emotional development are met well.

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

Children are happy, safe and content in the childminder's care. Her home reflects a stimulating and well-resourced environment for children to learn, both indoors and outside. Activities promote children's independence and cooperation. Overall, children behave well. The childminder is adept at being consistent and working with strategies agreed with parents and others sharing care of the children. This helps to give clear guidance to children about acceptable behaviour. However, the childminder does not always extend these strategies in order to support children's understanding of their own feelings and how to cope with these at challenging times.

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

Children learn about their own safety and that of others. They confidently talk about their recent fire drill and understand clearly what they have to do. Children's independence is supported exceptionally well at the same time as promoting safety. For example, the childminder skilfully aids a young child as he cuts with scissors. She gives clear messages about holding the scissors carefully and reminders to sit still and not point scissors in order to protect others around him. Children understand the importance of healthy eating and thoroughly enjoy nutritious snacks and meals provided by the childminder. Drinking water is always readily available. Children manage their own hygiene and personal needs appropriately in relation to their ages.

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

Children have daily opportunities to play and learn outdoors. The outdoor garden is a vibrant learning space. Children demonstrate an awareness of the safety of others when using resources. For example, they take off shoes when using the trampoline and put them back on to run around, climb and swing. They understand about the safety of others and not to walk near the swing when it is in use. Children are physically active. In line with their age and stage of development they are confident to move freely, bounce, jump and climb. The childminder joins in sensitively and extends activities carefully. She throws balls for the children to catch as they bounce on the trampoline and the children delight at calling out the colours such as pink, orange and red, for example. Children are confident and happy to play together or on their own. The chalk board attached to the wall and at child height enables children to make marks and draw, while others play in the tent or

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

blow bubbles. All resources are easily accessible so that children are able to explore in their play independently. As a result they are well prepared for the next stage in their learning, feeling emotionally secure in their surroundings.

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provision

The childminder fully understands her responsibilities to safeguard the children she cares for. She has completed child protection training and understands the procedures to take should she have a concern about a child in her care. The childminder has completed her pre-registration course and is commencing on further training to enhance her skills through an appropriate child care course at level 3. She has also completed first aid training as required. Parents know and understand her clear policies and procedures. The home, garden and outings are robustly assessed in order to minimise any risks to children. The childminder clearly understands the welfare requirements of the Statutory Framework for the Early Years Foundation Stage.

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provision

The childminder has a good knowledge and understanding of the requirements of the Statutory Framework. She is aware of her responsibilities to meet both the welfare and learning and development requirements and to deliver engaging activities across all areas of the educational programmes. Her effective planning ensures she is able to monitor children's learning and development, plan for their next steps, identify any gaps in their learning through her assessment. This planning also ensures children are confident and ready for school or the next stage in their learning, and are curious and active learners.

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provision

The childminder has evaluated her practice effectively. She is motivated to secure her own improvement. The childminder has successfully identified her strengths and her plans and priorities for the future. Partnerships with parents and others sharing care of the children are generally well established. The childminder has worked effectively with key person staff for individual children in supporting their emotional needs and their preparation and transition to school. However, the systems to share children's progress more effectively with these partners and to support parents in how they can extend children's learning at home are still establishing. Parents are extremely positive about the care that their children receive and the support they have received. Parents acknowledge their children are safe, enjoy their time and have fun. They receive timely information, emails and verbal feedback. The very effective white board system, completed daily gives a clear indication

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provision

of what children have enjoyed during the day. Overall, the childminder has made a good start in her role. Children benefit from a happy, welcoming, safe and inclusive environment. They are making good progress in relation to their starting points.

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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 EY441250 Local authority Buckinghamshire Inspection number 785771 Type of provision Childminder Registration category Childminder Age range of children 2 - 8 Total number of places 4 Number of children on roll 6

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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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