Childminder 116446

Inspection date

Previous inspection date 19/12/2012 11/02/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 make good progress in their speaking skills. The childminder gives them many reasons to talk, for example commentating on things they are doing. They develop strong speaking skills because the childminder values and listens to them.  Children benefit from strong continuity of care between the childminder, parents and other settings that children attend. She coordinates these relationships and uses information that she gathers to plan more effectively for all children's needs.  The childminder promotes children's safety to a high standard and has a good understanding of her responsibilities.  The childminder uses good behaviour management strategies to promote children's self-control and to enable them to learn to manage their own behaviour.

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It is not yet outstanding because

 Children do not have many opportunities to develop a secure sense of time, space, length or weight.  Children enjoy interesting opportunities to explore the natural world around them but, opportunities to explore communities other than their own are less well developed.

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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 things that the childminder and children were doing, to make judgements about children's progress.

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Inspection activities

 The inspector discussed the childminder's self-evaluation form with her, to consider how well the childminder drives improvements in her practice.  The inspector looked at documentation relating to children and their progress.

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Inspection activities

 The inspector looked at written feedback from parents to gather their views on their child's care.

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Information about the setting

The childminder registered in 1990. She lives with her husband and mother-in-law in Radnage, Buckinghamshire. The childminder uses the whole of the ground floor of the house for childminding. There is an enclosed garden for outside play. The childminder makes use of local facilities such as parks, the library and toddler groups. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is currently minding two children in the early years age group and three older children.

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

 help children to develop their understanding of space, shape and measure, by providing rich and varied opportunities for comparing length, weight, capacity and time.

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

 help children to develop their awareness of other cultures and ways of life by equipping role play areas with a variety of resources reflecting diversity, such as dressing-up clothes.

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who attend

Children make good progress in all areas and in some areas exceed the expected goals. The childminder uses accurate observations of things children can and cannot do, to identify specific areas for development and to close gaps in learning. She notes what children like to do, to promote their enjoyment of learning. She provides good challenges, being aware of the needs of more able children, and plans for their individual progress, rather than assessing their progress in relation to expected development. Children are able to reach their potential because the childminder has a good understanding of their starting points.

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who attend

Children have good opportunities to develop their physical skills, moving safely and carefully around, even when excited. Children have child-sized chairs and tables so they sit safely and independently. The childminder reminds them not to rock their chairs asking 'how many legs should be on the floor?' Children reply 'four' and put their chairs down. The childminder helps children to gain control over their movements, using pens, pencils and scissors as they develop their awareness of shapes. Children's creative abilities are good and they hold pencils with a good grip as they draw both freely and with directions from the childminder.

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who attend

Children make good progress in their speaking skills. They sing many songs and are encouraged to name things they see on walks and in the garden, identifying different birds, animals and trees. The childminder encourages their wider vocabulary by reading fiction and non-fiction books together. Children become more confident, holding conversations with the childminder as they draw together. She leaves gaps between asking a question and talking again, so children have plenty of time to think and formulate an answer. Children develop strong speaking skills because they know that their opinions and thoughts are valuable. They confidently link words together to make simple sentences, for example 'I use the blue pencil.' The childminder supports children to speak more clearly by repeating things that children say so that they hear the correct pronunciation.

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who attend

The childminder provides imaginative opportunities for children to learn about the world around them. They use public transport to explore their local area. They walk around the local countryside at different times, for example taking torches out on winter evenings to look at Christmas lights and to see what the stars look like at night. However, while children enjoy interesting opportunities to explore the natural world, opportunities to explore communities other than their own, and understand diversity, are less well developed.

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who attend

Children have a good understanding of number. They count to ten on their fingers and count as they dance, counting claps, hops and kicks as they follow the actions to songs. The childminder encourages them to count in everyday activities and they enjoy many opportunities to use play money during shopping games. As a result, children confidently count pencils in and out of a box and how many breadsticks they need for snack time. However, children's understanding of measuring is less well developed as they have fewer opportunities to develop a secure sense of time, space, length or weight.

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who attend

The childminder promotes good relationships and mature cooperation between children by providing activities that require them to work together. For example, when children ask to dance to a favourite Spanish song about a train, they link arms around each other's waists and with the childminder. They take turns to be the engine and the childminder encourages them to vary pace and direction as they become 'slow' trains and 'express trains' and go in 'reverse' widening their vocabulary. The childminder provides lots of fun and children respond positively to her excited attitude. Children also show good levels of self-control because the childminder provides them with space and time to calm down.

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

Children are independent, confident learners. They have many accessible resources so they can choose their own activities and are independent in their play. The childminder gathers detailed information from parents and works closely with them to make sure that children's welfare needs are met to a high standard. She also works hard to support home routines as she often has children until late evening. She works hard to provide good continuity of care and to support children through transitions and changes in routine. Children are emotionally secure because the childminder takes good steps to support them through changes to their routines so that they know what to expect. The childminder offers simple, healthy snacks such as fruit and breadsticks and nutritious home cooked foods. She encourages all children, even those who are fussy eaters, to eat the same as everyone else, using clear rules at mealtimes, such as eating main courses

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

before pudding, to make sure that children adopt good habits. As a result, children have a good understanding of how a healthy diet supports their welfare and they are able to make healthy choices. The childminder encourages all children to become independent in their personal care. She works closely with parents to give children consistent messages about potty training and hand washing. Children enjoy taking responsibility for their own care and their developing independence.

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

The childminder uses good behaviour management strategies to promote children's self- control and to enable them to learn to manage their own behaviour. She uses clear rules to encourage children to make good relationships and to be safe and confident. For example, during the summer she planned activities to promote all children's confidence with water. Her observations clearly demonstrate that children progressed from paddling in a baby pool, to swimming in a large pool. Children are able to play with water safely and understand the potential consequences of their actions

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

Medication, accident and sickness procedures are secure and well implemented. The medications log demonstrates that the childminder obtains parental consent for every medicine and checks all prescriptions. She is able to promote children's safety and welfare to a high standard and as a result their health is good.

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provision

The childminder promotes children's safety to a high standard. She has a good understanding of her responsibilities as a childcarer and has updated her practice in light of recent changes to the Early Years Foundation Stage. She is confident to work within the revised framework and has updated her knowledge independently, finding training and advice online and through local groups. She has fully updated her observation and assessment methods, including carrying out the new 'two year progress check'. She plans effectively across all areas of learning and children make good progress in her care. The childminder uses her self-evaluation form and regular monitoring of activities to reflect on her provision. She makes targeted changes and is able to identify areas for improvements to benefit children. She is experienced and committed and, while she feels she is still developing her knowledge of all aspects of areas of learning, her practice is already

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provision

The childminder has attended recent safeguarding training and has a clear policy and procedure that sets out her links with the local safeguarding children's board and what she will do in the case of an allegation being made against her or a member of her household. She shares well written policies and procedures with parents to make sure that they understand any changes she might make and why. Parents praise the childminder's care in written feedback. They praise her confidence and her good knowledge of how children develop and learn. They highlight the strong progress their children make in her care.

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provision

The childminder has driven effective partnerships with other settings, sharing curriculum information with them and making sure that her curriculum responds to and complements theirs, so that children receive a good balance of activities that cover all areas of learning. The childminder uses links with other settings to promote her better knowledge and understanding of the Early Years Foundation Stage requirements, both learning and development and safeguarding and welfare.

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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 116446 Local authority Buckinghamshire Inspection number 813526 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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