Childminder in Milton Keynes

Inspection date

Previous inspection date 14/09/2012 Not Applicable

p.1

early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 Children build strong relationships with the childminder, they are confident learners and manage their feelings and behaviour well.  The childminder promotes children's independence and this helps them to manage their own personal needs.  Teaching and learning in some areas of learning are secure and this enables children to confidently explore mathematical skills and show an awareness of shape, space and measurements.

p.1

It is not yet good because

 Children do not explore different and interesting materials to develop their creativity.  Children do not have many opportunities to engage in a wide range of energetic activities to support their physical development.  The childminder does not clearly establish children's starting points or their next steps in learning to help her plan an increasing range of challenging activities.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities and sampled records and documents.

p.2

Inspection activities

 The inspector took account of parents' views by reading their written feedback about the provision.  The inspector discussed the provision with the childminder.

p.2

Information about the setting

The childminder registered in 2011. She lives with her husband and two school-aged children, in Great Linford, Milton Keynes. The whole of the ground floor and one bedroom upstairs of the house is used for childminding and there is a fully enclosed garden for outside play. The childminder walks and drives to local schools to take and collect children. The family has a dog. The childminder has two children on roll, one being in the early years age group. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She does not receive funding to provide free early years education.

p.2

must:

 develop the educational programme for expressive arts and design by choosing unusual or interesting materials and resources that inspire exploration such as textured wall covering, raffia, string, translucent paper or water-based glue with colour added.  develop the educational programme for physical development by planning activities where children can practice moving in different ways and at different speeds, balancing, target throwing, rolling, kicking and catching.

p.3

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

 develop planning for children's learning by seeking information from parents about children's starting points and learning at home, and using observations to accurately assess children's progress and identify their next possible steps in learning.

p.3

who attend

The childminder has sufficient knowledge and skills to settle children into her setting and this results in children feeling safe and secure while in her care. Generally, information sharing with parents is sound. They childminder always makes time for chats at the parents' convenience, to tell them about the activities children have taken part in. However, the childminder is less successful in gathering parent's views on what they know about their children's development before attending the provision, in order to establish their starting points. The childminder is developing her observation, assessment and planning skills. She gathers information about children's development through her observations, but does not clearly match these to expected levels of achievement. This means that, while some activities are suitably challenging, she is not yet clearly identifying and planning for children's next possible steps in learning or development.

p.3

who attend

Children enjoy a suitable range of activities, which cover the different areas of learning. They are keen learners and show focused attention over long periods during activities they enjoy. They are curious and interested in the things that they see and actively seek more information, which the childminder provides. Children learn some strategies that support their learning, such as when the childminder suggests they find the straight edges of puzzles first. They respond positively to the childminder's enthusiasm during activities, which motivates their continuing involvement. Children show strong language skills as they join in conversations with the childminder, chat about their interests and enjoy word games as they echo what the other says. The childminder models play well and is encouraging, offering children praise for their achievements and gives them her full attention.

p.3

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

In general children are making sound progress in the prime areas of learning. They build secure relationships with the childminder. Children develop their social skills as they play with other children through play dates within the child-minding community. This provides children with opportunities to meet others who are different to themselves. Children show appropriate levels of self-confidence. They seek out attention when needed but equally show patience when the childminder is otherwise engaged. Children adapt their behaviour to different social situations and changes in routines. They manage self-care tasks such as toileting routines confidently and independently. Children are fully involved in choice making. They listen and do activities at the same time, channelling their attention in two different directions. Pronunciation and intonation of words are clear and they talk to organise, sequence and clarify their thinking. Children are using a variety of who, what,

p.4

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

when and how questions seeking information or confirmation of what they already know. Children show little inclination to express themselves imaginatively or explore different art or craft materials, although some resources are available to encourage this. Children confidently explore mathematical skills and show an awareness of shape and space as they enjoy completing various puzzles.

p.4

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

Children have some opportunities to play energetically in the garden, although physically challenging activities are rarely planned and poorly resourced. Consequently, children lack interest in seeking out such activities. Children keep themselves safe as they play within the boundaries of the childminder's expectations and rarely challenge these. The childminder works with parents to ensure that children receive healthy snacks and meals. She encourages them to try different tastes and develop an awareness of healthy eating.

p.4

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

While the indoor environment is generally well resourced, there is less focus placed on resources for learning outside. The childminder makes use of local facilities such as the park and children's centres to extend children's experiences. Children move from the childminder's setting into pre-school during their day. They are fully familiar with routines and are able to anticipate what is coming next. In general, the support and care children receive helps them prepare for transition between the two settings.

p.4

provision

The childminder suitably manages the setting. She maintains a safe environment both inside and out, and supports children's understanding of staying safe. The childminder demonstrates a sound understanding of child protection issues. She has a range of policies and procedures she uses to support her actions and provide parents with the information they need. The childminder is therefore able to meet her duties and responsibilities to safeguard children. The childminder offers children and their families a welcoming and friendly environment. Resources, in general, reflect the interests of children and therefore engage their attention. The childminder offers children a variety of resources, which help them explore and think about other people's differences. She understands their cultural needs and this helps her ensure children feel special and unique. The childminder is aware of her responsibilities to engage and support children through developing her partnerships with

p.4

provision

Through her self-evaluation, the childminder identifies areas to develop further. She has completed a home-based childcare course. The childminder plans to access training from her local authority to increase her knowledge of the reformed Early Years Foundation Stage. This demonstrates sufficient capacity to maintain improvement. Written feedback from parents shows they are happy with the service they receive and know that their children very much enjoy attending

p.5

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

p.5

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.

p.5

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.

p.6

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.

p.6

Setting details

Unique reference number EY438775 Local authority Milton Keynes Inspection number 796581 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

p.6

Name of provider

Date of previous inspection Not applicable

p.6

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.

p.6

Type of provision

For the purposes of this inspection the following definitions apply: 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.

p.6

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.

p.7

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.

p.7

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,

p.7

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’.

p.8

Type of provision

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

p.8