Childminder in Worcestershire

Inspection date

Previous inspection date 24/10/2012 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 are at ease, settled and feel safe in a warm, caring environment. They are aware of familiar routines promoting their sense of security and developing their confidence.  Children make good progress in a setting where the childminder has an accurate understanding of how children learn. The childminder effectively engages and motivates children to learn.  The childminder completes regular observations and assessments, successfully identifying the next steps in children's learning and development to inform future planning.  Children are interested in the toys and resources available and freely move around the environment while building positive relationships with the childminder and others.  Children benefit from a safe environment where the childminder promotes safety well throughout the setting and on outings. Steps are in place to minimise potential hazards and children are effectively supported to learn how to keep safe.

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It is not yet outstanding because

 Children do not have full opportunities to express themselves freely in art and design because they are not always enabled to independently select and use tools and fully make their own choices.  Children are not fully aware of all the resources available in order to make choices and decisions in selecting toys, resources and activities.

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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's play in the lounge and conservatory areas  The inspector observed children's self-care skills while having their snack and lunch

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Inspection activities

 The inspector examined documentation including children's records, observations and assessments and tracking books, policies and procedures.

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Inspection activities

 The inspector took into account the views of parents through letters, which they had left, for the inspector.

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Inspection activities

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

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Information about the setting

The childminder registered in 2011. She lives with her husband and pre-school child in Bracknell, Berkshire. The childminder uses the whole of the house for childminding with play taking place on the ground floor. There is an enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder has an NVQ2 in childcare and education. There are currently three children on roll, one of whom is in the early years age group. The childminder walks or drives to the local school to take and collect children.

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

 Enhance children's ability to be creatively independent by supporting them in thinking what they want to make, providing the resources they may need, and enabling them to use tools.

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

 Increase opportunities for all children to make choices and decisions when choosing toys and resources by using pictures, real objects and signs alongside words.

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who attend

Children's individual needs are met well and are accurately understood by the childminder. Children benefit from a warm, loving environment where the childminder is attentive and gives lots of praise and encouragement. As a result, children who have not been attending long are settled and secure through familiar routines. The childminder actively involves children, skilfully engaging them as she asks them questions to make them think. Children enjoy role-play and excitedly engage with others as they prepare and take their baby on a walk and drive to the shops using keys as they 'drive' their car. Children enjoy exploring different media as they make and identify shapes as they mould play dough. They enjoy painting and sticking as they make collage leaves, following a nature walk the previous day, when they collected leaves from the woods. However, the childminder does not always enable children to freely express themselves in art and design as shapes are pre-

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who attend

cut and art resources to stick are provided rather than being chosen by the children.

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who attend

The environment is well organised so that children have sufficient space and equipment to move around safely and develop their play. Children have access to a good range of fiction and non-fiction books, and cushions provide a cosy area to share and look at books together. Children make choices from a good range of suitable toys and resources, which are available on low-level shelves and in boxes. However, children may not be fully aware of all the toys available to them to enable them to actively make choices and decisions about what they want to play with. For example, there are few pictorial labels or written words to help children in making choices.

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who attend

The childminder has an accurate understanding of children's progress through good quality observations and assessments, which she links to the areas of learning. She successfully identifies the next steps in children's learning which she uses to inform future planning. The childminder has recently begun to track children's progress in order to monitor and identify at the earliest opportunity any gaps in achievement. The childminder is fully aware of the changes to the revised Early Years Foundation Stage and the requirement to complete two-year-old progress checks. Children benefit from the childminder's effective partnership with parents, establishing a thorough understanding of the children's individual needs. The childminder actively involves parents through daily discussions, and shares their development records, completing regular reviews of their learning and development. Parents using the setting left the inspector positive letters

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who attend

stating, 'we have been pleased with the interaction, painting activities and the excellent care that the childminder provides. We would highly recommend her to friends looking for childcare'. And also, 'a wide, fun range of activities including plenty of outdoor activities, drawing , gluing, singing and dancing, baking and cooking. A great and reliable childminder'. The childminder promotes good social skills and children are learning to become independent through daily routines. Children receive a good range of activities and experiences that help them prepare 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 are settled, and at ease in this homely environment, even though they have only been attending for a short period. The childminder has thorough understanding of children's individual needs, building firm secure relationships. Children confidently explore the environment seeking reassurance from the childminder when needed, who is close by offering support, praise and encouragement. For example, when children check where their parents are and when they will be returning, the childminder builds their confidence and they continue playing.

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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 hazards and gives children sufficient space to move about and freely explore the environment. Risk assessments are in place to promote safety in the home, garden and outings. The childminder regularly tests the smoke alarms and carries out practice drills, which she records in a fire log. Children benefit from a clean, well-maintained environment. Children successfully follow effective hygiene practices, as they are aware to wash their hands after visiting the toilet and before snacks and meals. The childminder promotes children's independence in self-care as she encourages them to develop their skills. Children use their own individual towels minimising the risk of cross infection. The childminder has a food hygiene certificate, provides healthy meals and snacks, and is willing to meet any dietary requirements.

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

Children enjoy sitting together at snack and mealtimes, developing their social skills as they discuss what they like to eat. The childminder promotes healthy eating as they discuss food that is good for us and gives us energy. Children benefit from regular opportunities for fresh air as they visit local parks, woods and walk to and from local schools.

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

The childminder acts as a calm, consistent role model. She offers praise and encouragement in order to develop children's confidence and self-esteem. Children behave well as the childminder gives each child attention, they are aware of expectations through clear explanations. She supports children effectively as they learn to share and take turns. The childminder values each child, treating them with kindness and respect.

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provision

The childminder has an accurate understanding of how children learn and develop. Detailed observations and assessments are in place, which include tracking children's progress in order to narrow any achievement gaps. The childminder fully involves parents in their children's progress through daily discussions, thereby promoting continuity in children's learning and development. She has a good knowledge and understanding of the importance of working with other professionals in order to meet the needs of each child, although currently, children attending the setting who are in the early years age group do not attend any other setting.

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provision

The childminder has good procedures to promote safeguarding and children's well-being. She has completed safeguarding and first aid training and has an accurate understanding of her responsibilities. She has detailed policies and procedures in place which are shared with parents and include contact details of local agencies should she have causes for concern. The childminder effectively promotes children's welfare with thorough procedures in place to record accidents, incidents and medication. Detailed registers accurately record the time of arrival and departure promoting children's safety.

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provision

The childminder knows the quality of her setting and the service she provides, accurately identifying her strengths and areas for improvement. She has evaluated her practice and taken steps to seek further improvement through discussion with parents and accessing training to enhance her knowledge and skills. The childminder has made improvements to her practice, which has had a positive impact on children's learning. For example, she has developed a cosy book area and extended multi cultural resources and books thereby promoting children's love of books and developing their understanding of the wider world.

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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 EY438068 Local authority Bracknell Forest Inspection number 786251 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

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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. 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

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Type of provision

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, safeguarding and child protection.

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Type of provision

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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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