Childminder in Buckinghamshire

Inspection date

Previous inspection date 23/10/2012 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 happy and content. The childminder has established very good systems to support children settling in to her provision.  The childminder uses her previous experience of working in a childcare setting to plan and assess children's progress. As a result of this good planning, the childminder has a good understanding of their progress and can plan for their next steps effectively.  Children are keen to learn and are active learners. As a consequence they are making good progress in relation to their starting points and stages of development.  The childminder has a good knowledge of both the welfare and the learning and development requirements and uses her understanding to support children's development. There are effective relationships with parents who receive timely information about their child's progress.

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It is not yet outstanding because

 The childminder plans fewer adult-led activities to further promote children's communication and language development and number skills.

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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 playing and interacting with the childminder.  The inspector engaged in discussion with the children and childminder.  The inspector received a letter from a parent, which she read and took into account.

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Inspection activities

 The inspector sampled children's development records and the childminder's documentation.

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Information about the setting

The childminder registered in 2010. She lives with her husband and three children aged 10 and three years and 16 months. The family lives in Stewkley, Buckinghamshire. The childminder uses the whole house for childminding, and there is a fully enclosed garden for outside play. The family have ducks living in the garden. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is happy to take and collect children from local schools and pre- schools, and attends several toddler groups on a regular basis. She holds a relevant early years qualification. Currently there are two children on roll in the early years age group. These children are cared for on a part-time basis.

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

 use and encourage repetition of rhythm and rhyme in stories, poems and songs to further promote language and speech

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

 play games relating to number order, addition and subtraction and provide props for acting out counting songs

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

 provide more role play opportunities for children which match their current interests

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who attend

The childminder provides children with a broad range of toys and activities, which support children's learning across all seven areas. Children play mainly in a dedicated room where they can easily access age-appropriate resources. These offer children valuable and interesting experiences, which they are eager to use. For example, children enjoy a painting activity. They make their marks with paintbrushes, demonstrating a comfortable grasp of the paint brush, which shows their physical control and handling of the resources. The childminder actively uses the time to talk to the children to enhance early language development. She is not yet confidently using repetition of rhyme and song in everyday play, so that children do not thoroughly develop their listening, attention and speech. However, children are confident to join in and demonstrate awareness of understanding as the childminder communicates with them.

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who attend

The childminder uses her breadth of knowledge and understanding of children's development to promote their learning well. There are exceptional settling-in arrangements to support children's personal, social and emotional development. The childminder makes sure that she has a good understanding of children's backgrounds and starting points and uses this as grounding for her planning in order to support their individual needs. Her effective planning around children's interests enables her to make secure assessments of their progress. Each child has a development record and tracker system. By using these effective systems, the childminder can clearly plan for children's next steps and identify any gaps in their learning. As a result, children are making good progress and are ready for their next stage in learning.

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who attend

Children freely choose their play and actively engage with their learning. They enjoy themselves and are confident to play with others but equally happy when engaging in solitary play. For example, they show great attention as they manoeuvre a dumper truck and cars, manipulating their cargo of dried split-peas in and out of the truck. Likewise, children are happy to play with the farmyard, creating pens for the animals. The childminder initiates learning through counting the animals. However, she does not yet extend these activities, which means that children lack opportunities to further develop their understanding of number order, for example.

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who attend

Children feel valued. They are happy in their play and demonstrate contentment in their relationship with the childminder. The well-resourced environment is stimulating and aimed at promoting children's acquisition of language and enhancing their physical, personal, social and emotional skills. This focused and well-managed environment reflects children's interests. However, children have too few opportunities to develop their speech, curiosity and active learning children by freely engaging in active, wide-ranging role play, which they enjoy. Nevertheless, children are learning and developing at the expected levels across all seven areas of learning. The childminder meets their individual needs well and thoroughly supports their readiness for the next stages in their learning.

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

Children demonstrate that they feel safe and are happy, settled and content in the childminder's care. The childminder has a warm manner, and her home is welcoming to children and their parents. It provides a stimulating and well-resourced environment so that children learn and develop. Children enjoy many activities away from the home, which include visits to the park, library, play gym, toddler groups or music groups for example. These activities support how children develop their relationships with others and provide a wealth of learning opportunities.

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

Children behave very well. They understand their routines and willingly cooperate with them. The childminder sets her home up to meet the needs of children, their ages and abilities and to support their interests. As a consequence, her home is safe, and children can access age-appropriate toys and resources easily. The childminder promotes children's physical development and independence by allowing them clear spaces to move and play freely. Children benefit from regular activities outdoors and enjoy playing in the garden. Therefore, they receive plenty of fresh air and exercise, which further enhances their physical development.

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

Children understand the importance of healthy eating and enjoy the nutritious meals and snacks provided for them. The childminder offers children choices at snack time. This good practice aids their self-awareness and confidence, at the same time as promoting their understanding of language. Drinking water is always readily available. Children learn about their own hygiene routines from an early age, for example by understanding the importance of washing their hands prior to meals. The childminder completes nappy changes appropriately. Children lie down for these happily, demonstrating their security, trust and willingness to cooperate. Sleep times are set according to children's needs, and comforting and relaxing places allow children to sleep according to their personal routines.

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provision

The childminder fully understands her responsibilities to safeguard the children she cares for. She has recently booked training for safeguarding awareness to update and enhance her knowledge and understanding as part of her personal development, although she has completed this training previously in the past. She is aware of the procedures to take should she have a concern about a child in her care. The childminder has completed her pre-registration course and holds an appropriate childcare qualification. Her previous experience includes working in a pre-school. The childminder holds a current first aid qualification.

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provision

Parents understand her policies and procedures, which support children's health, safety and well-being. Risk assessments for the home, garden and outings are robust and further support children's safety. The childminder clearly understands the welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She uses her previous experience to support the care she provides through her practice. As a result, children flourish is an organised and well-planned environment.

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provision

The childminder has a good understanding of her responsibilities for meeting the learning and development requirements. She delivers engaging and exciting activities across all areas of the educational programmes in order for children to progress towards the early learning goals. The childminder initiates excellent settling-in procedures for individual children. This very good practice enables children to become familiar with her and their surroundings and helps children to understand that they can play and she will be close by. Children actively engage with their activities. The childminder appropriately supports their learning with a mix of adult-led activities and child-initiated play. Her effective planning means that she is able to monitor children's progress and development. She plans for their next steps effectively and uses their interests to add to their curiosity and active learning. She can clearly identify any gaps in their learning through her assessment and has a good

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provision

knowledge of each child's progress, which she shares with parents.

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provision

The childminder is aware of the need to build partnerships with others who share the care of the children in order to promote children's continuous development. No children currently attend another setting, but, having worked in a pre-school previously, the childminder is aware of how to establish these relationships. The partnerships with parents are strong. Parents acknowledge the hard work and dedication of the childminder and the positive impact she has made on children's development. Parents receive timely and up- to-date information about their children's progress through their children's daily diaries, text messaging, verbal feedback and development records which record the progress they are making.

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provision

The childminder has evaluated her practice well and is motivated to secure her own improvement and enhance children's development. She is understands her strengths and has made a good assessment of her plans and priorities for the future, which include extending the outdoor learning environment and providing sensory learning. Overall, children are making good progress in relation to their starting points; they are growing in their independence and emotional well-being and are developing securely within the expected levels for their age groups.

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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 EY419489 Local authority Buckinghamshire Inspection number 725577 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 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. 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

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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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