Childminder in Bracknell Forest

Inspection date

Previous inspection date 17/10/2012 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

 The childminder successfully completes regular observations and assessments and has an accurate understanding of children's progress. She has a good understanding of how children learn and develop, and identifies their next steps in learning.  Children are happy, settled and secure as the childminder provides a safe and secure environment with familiar routines.  Children develop a good understanding of acceptable behaviour because the childminder uses clear consistent boundaries. Children form strong positive relationships with the childminder and others in the setting. They are polite and courteous and look after others as they develop a clear understanding of taking turns and sharing.  Children are confident and independently access resources from low-level clearly labelled boxes in a setting where they are motivated and eager to learn.  The childminder has a good understanding of how to promote the health and safety of

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This provision is good

the children in her care. She has assessed the risks in her premises, garden and on outings, and minimised potential hazards.

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It is not yet outstanding because

 The outdoor environment does not include all areas of learning to provide an interesting and stimulating area  There is no attractive book area where children and adults can enjoy both fiction and non-fiction books together.

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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 childminder observed the children in the lounge  The inspector observed the preparation of lunch and nappy changing procedures.  The inspector looked around the property.

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Inspection activities

 The inspector took into the account the views of the parents through letters left for the inspector.

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Inspection activities

 The inspector examined documentation, which included children's records, development folders, daily diaries and policies and procedures.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and discussed the way the childminder evaluates her practice.

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Information about the setting

The childminder was registered in 2010. She lives with her sister and nephew aged seven years, in Bracknell, Berkshire. The childminder uses the whole of the ground floor for childminding, with toilet and sleeping facilities provided on the first floor. There is an enclosed garden for outside play. The childminder makes use of local facilities, such as parks and the library. The family has a dog.

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Information about the setting

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently four children on roll, of whom two are in the early years age group. The childminder also cares for children over the age of eight.

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

 create an attractive book area where adults and children can enjoy both fiction and non-fiction books together

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

 develop the use of the outdoor environment to include all the areas of learning by providing opportunities for investigation of the natural world, where children can enjoy exploring, mark-making, building and role play.

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who attend

Children are settled and at ease in a caring environment, where the childminder is attentive to their individual needs. As a result, the childminder promotes children's sense of security and well-being. Children are interested, motivated and eager to learn as they confidently explore the enabling environment. Children's individual needs are met well as the childminder has an accurate understanding of their needs and supports them in making good progress. Children independently make choices and decisions as they access toys and resources from low-level boxes, aided by written words and pictorial labels. Children of all ages enjoy making marks as they confidently use a range of mark-making resources. Older children begin to draw family members and recall family experiences and events. This supports children's communication and language skills as they develop narratives and make connections between their pictures and past events. Children show

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who attend

an interest in books as they turn pages and talk about what they see. Although, an attractive book area where children and adults can enjoy both fiction and non-fiction books is not available.

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who attend

Children actively participate in role play, which expands their imagination, as they pretend they have a baby in their tummy; take their baby for a walk in the buggy and style and cut people's hair when being a hairdresser. They pretend to make cups of tea, reminding others to 'blow because it is hot'. They enjoy building with bricks, which helps them construct for a purpose and as a result they are beginning to identify different shapes and develop an awareness of quantity as they count how many bricks they need. Younger children enjoy posting boxes and repeat actions as they establish cause and effect. They confidently climb onto chairs, which demonstrate their emerging physical skills, and sit at the table to participate in activities with older children. Children develop a strong sense of belonging as they have their own individual baskets and pegs. They bring comforters from home, which are easy for babies to access. Children benefit from a good range of activities

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who attend

and experiences that help them prepare for the next stage in their learning. The childminder promotes good social skills and children are learning to become independent through daily routines.

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who attend

The childminder has a clear understanding of children's progress through accurate observations, assessments and tracking documents. She has put in place progress checks, which she shares with parents identifying their child's interests and next steps in their learning. The childminder carefully monitors progress and takes steps to support children and narrow any achievement gaps. Children benefit from the childminder's strong partnership with parents establishing a thorough understanding of individual needs. The childminder actively involves parents through daily discussions, diaries and sharing of their child's progress records.

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

Children are safe and secure in an environment, which is conducive to learning. The childminder has taken steps to minimise potential hazards. Daily checks and written risk assessments promote safety in the home, garden and outings. There is an accurate procedure for evacuating the premises. The childminder regularly practises evacuation drills, which she records in a fire log. An accurate record of persons on the premises is in place and this includes visitors' times of arrival and departure.

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

Children benefit from a clean environment. Good hygiene practices are in place when completing nappy changes or preparing food. Children identify when they need to use the toilet and the childminder accompanies them upstairs, although she ensures they have privacy. She encourages independence, offering support when required. Posters remind children about hand washing, and clean towels help to minimise the risk of cross infection. Children benefit from balanced, nutritious meals, provided by the childminder, which meets their dietary requirements. Children make choices as they select what they would like on their sandwiches and the fruit they would like to eat. Children have their own cups, which they freely access, drinking when they are thirsty. They sit together at mealtimes, developing their social skills. Children develop a good understanding of fresh air and exercise contributing to a healthy lifestyle. They walk to and from school and nursery, play

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

in the garden and visit local parks. However, the garden is not interesting or stimulating to promote all the areas of learning. As a result, this limits children's opportunities to investigate the natural world and refine their skills, such as mark-making, building and role play, in the outdoor environment.

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

Children are happy, settled and at ease in the setting. They confidently explore the environment and interact well with the childminder, other children and the inspector as they share their toys. Children develop strong attachments to the childminder as they cuddle her when they are feeling tired. The childminder skilfully enables and encourages children to be independent. Babies confidently explore the environment and seek reassurance from the childminder, who is close by to offer encouragement and support if needed. The childminder is a calm, consistent role model and as a result children are kind, courteous and polite as they learn to take turns and share. Children behave well as the childminder gives each child attention and ensures they are actively involved, for example, by adapting activities to meet their individual needs. The childminder offers effective praise and encouragement in order to develop children's self-esteem.

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provision

The childminder has effective arrangements in place to promote the arrangements for safeguarding and children's well-being. The childminder has a thorough understanding of how to promote children's welfare. The childminder has clear policies and procedures in place, which she shares with parents. She completes accurate documents to record accidents, medication and incidents. The childminder has a good understanding of safeguarding and her responsibilities. She has a thorough understanding of procedures to follow should she have cause for concern and has contact details readily available.

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provision

The childminder has a good understanding of how children learn and develop. Regular observations and assessments are in place, which she uses effectively to track children's progress and narrow any achievement gaps. The childminder fully involves parents in their child's progress and this means children receive continuity in their learning. She is aware of the importance of working with others in order to meet the needs of each child. She works closely with other practitioners at the nursery and school, where children attend. This promotes continuity in their care and learning. The childminder has put in place progress reviews for children. She highlights their interests and skilfully identifies their next steps to support learning at home and in the setting. She shares records with the parents and encourages them to contribute. The childminder has an accurate understanding of her setting, which she has effectively

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provision

evaluated to identify strengths and areas for improvement. She has taken steps to improve her setting. For example, the childminder has recently completed 'Every Child a Talker' training; she is working closely with another childminder to develop her knowledge and skills in delivering this programme, and works closely with parents to promote their child's language development. The childminder has made improvements to her practice, promoting positive outcomes for children's learning and development. The childminder seeks the views of parents on a regular basis through regular discussions. Parents' letters praising the childminder state 'she is a great communicator and develops children's confidence, encouraging good behaviour, kindness and compassion'. They also say that they are 'thoroughly happy' with the care, and that the childminder has helped to develop children's confidence and self-assurance.

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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 EY418365 Local authority Bracknell Forest Inspection number 725536 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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