Burton, Jacqueline Ann

Inspection date

Previous inspection date 23/11/2012 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 develop an extremely positive relationship with the childminder who gives them a lot of her time and attention. This effectively promotes their personal, social and emotional development.  Children's communication and language is promoted well. The childminder's positive interaction encourages young children's language development.  There is a strong partnership with parents as the childminder keeps them fully involved in their child's experiences and learning. She gains valuable information from parents about children's learning at home to assist her in supporting children's individual needs.  The childminder has developed a system for self evaluation. She has clearly identified how she would like to see her child care service develop and has enrolled on training courses in order to make continual improvements to her practice.

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It is not yet outstanding because

 There are some gaps in children's learning as the childminder does not provide outdoor resources and experiences throughout the year to support and extend their learning in all areas.

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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 in the home and garden speaking with the childminder at appropriate times.

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Inspection activities

 The inspector took account of the views of parents using the parent questionnaires and feedback provided .

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Inspection activities

 The inspector looked at a selection of policies, children's learning journeys, planning documentation and the childminder's self-evaluation form.

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Information about the setting

The childminder registered in 2011. She lives with her husband and two children in Maidenhead, Berkshire. The childminder uses all of her home for childminding. There is an enclosed garden for outdoor play. The childminder is able to take children to and collect them from local schools. The family have a pet cat.

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Information about the setting

The childminder is registered on the Early Years Register. She is currently looking after two children who are within the early years age range. The childminder is open all year round, at times agreed with the families of children for whom she cares.

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

 extend young children's outdoor experiences in all areas of learning throughout the year to support their all-round development.

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who attend

The childminder provides a child friendly environment that offers children activities that are of interest to them and hold their attention. As a result children make good progress towards the early learning goals. She recognises the expected development range for the children's age group as she monitors their development using the Development Matters in the Early Years Foundation Stage publication. She regularly observes and records what the children can do and while she has yet to complete a progress check on children aged two years, she has a good understanding of what this entails. The childminder has an individual learning plan for each child and uses her assessments of their needs to plan activities and experiences for them. She requests initial information from parents and talks to them on a daily basis. Learning is shared, as parents provide information about events at home and are asked to regularly contribute to children's learning journals. As a result,

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who attend

all children's development is well supported and provides a solid base for future progress as they move on to the next stage of their education. The childminder has experience of working closely with others involved in the children's care, adopting a positive approach to shared learning. Children begin to make decisions as they decide what they want to play with and have some choice about what fruit they would like at snack. Resources and activities indoors are easily accessible and children confidently explore their surroundings to initiate their own learning. Children develop physical skills as they go outdoors regularly for fresh air and exercise. However, a broader range of resources and activities in the garden mostly take place during warmer weather. Outings do not always take into account learning opportunities that cover all areas of learning. This leaves some gaps in children's outdoor experiences.

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who attend

Children push buttons and enjoy the results as they listen to the sounds and see the lights on toys. The childminder has a good understanding of how children learn. For example, she effectively encourages babies to recognise that sounds have meaning as she uses gestures, facial expressions and gives praise when there is a response. She chats to older children and asks open-ended questions to encourage children's thinking and vocabulary using language that is appropriate to their age. She supports children's mathematical learning as they play with resources such as shape sorters, puzzles and construction. Children enjoy making marks with the crayons as they sit at a child size table companionably. The childminder sits with the children who enjoy cuddling up to her and looking at books, they listen to songs and rhymes and use puppets to enact old McDonald had a farm. Young children enjoy repeating animal sounds as they wave the puppets in

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who attend

the air, while older children can sound out the initial letter of their names and try to write them on their drawings. Children regularly go for walks to explore the local area; this promotes their growing sense of community and helps them to begin to understand the natural world. Children are curious and when the childminder wonders where the squirrels have gone now the leaves have fallen from the trees, they tell her that they have probably gone back to their families because it is winter. Their experiences of the wider world are developing as they celebrate events important to them and begin to notice similarities and differences between themselves and other cultures.

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

The childminder provides a caring environment where all children and their families are welcome. She requests and records information from parents about children's care and welfare and what they like doing at home. As a result she knows the children wel, they settle quickly and are happy and comfortable with the childminder and her family. She takes time to make each child feel valued as she is attentive to their needs and gives them individual attention. She is sensitive to their feelings and they in turn respond to her with affection. This positive interaction helps build their self-esteem and confidence, providing them with a good base from which to successfully develop their personal, social and emotional skills. Children move around the childminder's home with ease and are eager to explore a variety of activities and resources on offer. The childminder is extremely clear of each child's developmental steps and provides a well organised and enabling indoor

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

environment that offers activities to cover all areas of learning. This helps children continue to make good progress across all areas of learning.

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

Children go outdoors for fresh air and exercise daily. They attend a variety of groups that help them begin to develop a sense of community and to explore the local area. For example, they visit parks, feed the ducks and collect older children from school. This helps them to develop their understanding of their own and the wider world. Children begin to find out about healthy eating from an early age. The childminder asks them what fruit they would like for snack and encourages the older children to help prepare it. Older children enjoy helping younger children, for example as they cut up a banana for them. The childminder is a good role model and children follow her lead. For example, as she wipes the table before preparing food and they wash hands before snack. Children begin to learn about keeping themselves and each other safe as they carry chairs to the table for snack, demonstrating an understanding of being careful not to bump into anything. All

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

children behave well because the childminder has clear rules and boundaries and is consistent in her approach. This helps children quickly learn what is right and wrong and what is expected of them.

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provision

The childminder keeps comprehensive policies and procedures that include safeguarding. These are shared with parents at initial visits. Children are never left unsupervised with persons who have not been vetted and the childminder is very clear on procedures to follow should she have any concerns about a child in her care. Children play in a safe and secure learning environment where possible hazards have been identified and addressed.

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provision

The childminder is committed to maintaining and improving her practice through attending training courses, joining a childminding group to share ideas and seeking advice from local authority support workers. She thinks about what she offers, noting what is successful and has been of benefit to the children, while addressing areas she recognises could be developed. For example, she has introduced a newsletter that provides parents with information about the Early Years Foundation Stage, topic work, future events and suggestions for learning at home. She regularly asks parents to share their opinions and encourages them to offer any suggestions about the care and education their children receive.

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provision

The childminder discusses and records all information about the children and keeps it secure. Confidentiality is always observed. Parents are encouraged to talk to the childminder at any time. They share a daily diary and have access to the children's progress records. Parents comments reflect their appreciation of the care the childminder provides. For example, 'extremely well cared for', 'children are confident, happy and healthy' and 'we expected the transition to school and being collected by a childminder to be difficult, however, the childminder has made it easy for us'. This demonstrates the importance the childminder places on partnership working and of sharing information to ensure consistency of care, play and learning when children attend other settings.

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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 EY432612 Local authority Windsor & Maidenhead Inspection number 770666 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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