Childminder in Buckinghamshire

Inspection date

Previous inspection date 17/12/2012 27/01/2009

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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

 The childminder supports children's development of communication and language through commentaries of everyday events and by asking open-ended questions.  Children are happy and secure as team working supports them to feel settled and confident. They follow familiar routines that make them feel content as they know what to expect.  Children are confident, independent and take responsibility, as the childminder encourages them to complete tasks for themselves and manage their own personal needs.  The childminder has a secure understanding of how to promote children's well-being and safety as she attends further training and is knowledgeable of where she can gain further support.

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It is not yet outstanding because

 There is scope to further develop opportunities for parents to contribute information about their children's learning at home, to ensure that assessments of children's overall learning and development, are more sharply focussed.  Children's enjoyment of creative activities and early writing are sometimes not enhanced as resources are not always freely available for them.

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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 compulsory part 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 toured the areas used for childminding, including the outdoor area.

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Inspection activities

 The inspector looked at children's development files, home/setting books and photographs.

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Inspection activities

 Regular discussion and questioning took place with the childminder and her co- childminders throughout the inspection as appropriate.

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Inspection activities

 The childminder and children were observed playing inside, in the garden and during snack time.

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Inspection activities

 The inspector took into account self-evaluation documentation, relevant policies and procedures and required documentation.

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Information about the setting

The childminder was registered in 1988 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She provides care alongside two other registered childminders, one of whom is her daughter, in her own home. She lives with her husband, two adult children and a 15-year-old child, in a house in the village of Eaton Bray. The family has two cats, seven chickens, two rabbits and some fish as pets. The whole of the ground floor, except the conservatory is used for childminding. Children also play in the fenced garden. The childminder attends a local toddler group and visits local parks on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently a total of 22 children on roll, 11 of whom are in the early years age range. The childminder has responsibility for five children in the early years age range, who attend for a variety of sessions. There are 11 school-aged children, who attend before and after school on various different days. The childminder provides care all year round from 7am to 7pm, Monday to Friday, except for family holidays.

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

 allow children to consistently explore a range of materials for drawing, writing and increasing their enjoyment of creative activities

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

 develop further opportunities for parents to contribute information about their children's learning at home, to further enhance assessments of their learning.

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who attend

The childminder provides care within her home, along with two other childminders. She has a good understanding about how children learn and develop. She supports children to develop early language by providing a commentary of everyday events, such as watching the dustmen through the window. This helps them to understand how communication works and develops their early speech. The childminder has a secure grasp that children need to develop their large and small muscles, in order to make good progress in their physical development. She provides opportunities for them to do so by taking them on regular trips to the local park and encouraging them to undo zips and buttons. Children begin to gain skilful control of tools and move with confidence as they develop balance and coordination. The equipment and toys available for children are stored in a playroom, which they can go into when they wish. As a result, children choose what they want to

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who attend

play with. In turn, they develop the ability to lead their play as they focus upon activities for long periods of time. For example, children build a train set and add a station, tunnels and people as their ideas develop. This helps them to become active and in control of their learning as they think for themselves. Children are confident and creative in their play as they work alongside each other. They understand that they need to wait for their turn and share pieces of train track as they begin to develop important social skills, which support their ability to get along with others and prepare them well for school.

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who attend

The environment where children play is calm and welcoming. This helps children to explore all areas of their learning and development as they choose. However, activities children favour are not always readily available as the childminder clears away creative materials and pencils and paper as soon as they move on to another activity. Children later return looking for the activities that they enjoy, but they have been put away. This limits their flow of play and their spontaneous ability to express themselves through drawing.

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who attend

Children settle quickly and appear excited to be in the childminder's care. The childminder uses detailed observation and assessment to track children's progress. She understands the importance of careful monitoring and uses children's interests to make sure that she plans activities for them that stimulate and interest them. As a result, children make good progress in their learning and development. She identifies what children need to do next and shares these with parents. However, there is scope to further develop opportunities for parents to contribute information about their children's learning at home. For example, into children's development files, so that assessments of their overall learning are precise and more sharply focussed.

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who attend

The childminder is able to plan and provide age-appropriate activities as she enhances older children's learning by providing exciting hands-on experiences. For example, children learn about lifecycles by watching eggs hatch into chickens and ducks. This means that children are stretched and activities challenge them and develop their understanding. As a result, they become confident as they explore and investigate engaging activities.

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

The childminder establishes secure relationships with children, who are pleased when they see her. Throughout the day, they return to her and seek her out when they need reassurance. This demonstrates that they feel confident and secure in her care. Children behave well because the childminder gives clear and consistent boundaries. She helps them to understand their behaviour through talking about what is happening and how they feel. This helps all of the children to feel safe as they get along with each other and are considerate towards each other's feelings. For example, children are patient, take turns and work together to tidy away toys at lunch time.

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

Children gain a good sense of how to live a healthy lifestyle because they have ample opportunities to engage in activities that support their healthy development. They go to local parks to play and into the garden to care for the animals and collect eggs each day. This means that they begin to understand that exercise and healthy eating help to contribute to good health. The childminder reduces the risk of infection to children by providing them with tissues and encouraging them to wash their hands after caring for the animals. Children also learn about how to manage their own hygiene as the childminder encourages them to undress themselves when they learn to use the potty. When children need their nappies changed, the childminder ensures their privacy and comfort away from others. The childminder praises older children, who are more independent in their personal care. This means that children are aware of how to reduce the risk of germs. The

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

childminder helps children to understand how to care for living creatures by supporting them to be gentle with the pets, who share her home. Children stroke them gently and take great pride in their responsibility to feed the pet rabbits.

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

The childminder supports children to think for themselves as she encourages them to get their own coats and wellington boots on and hang them up again after they return inside. This helps them to develop important independence skills, which they will use in their future learning. Children prepare for their move into their next stage in learning by visiting the local pre-school and school when collecting older children. This helps them to become familiar with the building and those who work there.

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provision

The childminder undertakes training that supports her understanding of how to keep children safe. She checks the suitability of those who enter her house when she is caring for children and records their arrival and departure. She understands the importance of the safe use of mobile phones when working with children through the development of procedures for their use. The childminder's knowledge of child protection means that she can successfully identify signs and symptoms, which might cause her concern about children's well-being. Furthermore, she is aware of how she could pass concerns on and the relevant professionals, who can offer advice and guidance, meaning that she effectively safeguards children's welfare.

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provision

The childminder confidently evaluates her practice. She identifies areas for improvement by drawing up action plans to target weaker areas. This means that she is able to develop the care she provides and bring about positive changes that benefit children. Recommendations from the previous inspection have been fully addressed. The childminder also uses feedback from childminding development workers to evaluate the care she provides. She seeks the opinions and views of parents through questionnaires. Consequently, she has good capacity to further enhance the care, which she provides for children.

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provision

The childminder works alongside two additional childminders within her home and as a result, monitors and supervises the care they provide. They work as a team and share good practice through weekly meetings and developing ways of complementing each other. Children benefit from this as they have consistent care through a buddy key person approach. This helps to develop effective working relationships and helps to make sure that they use their knowledge and skills to best effect.

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provision

The childminder works with various different agencies, who support children and their families. These secure relationships help the childminder to positively care for children and meet their individual needs. Parents also take an active role in their children's care. The childminder is motivated to seek their engagement and develops ways of informing them about the care she provides. She makes calendars with children charting their monthly activities in photographs to give to their parents at Christmas time. Books record what children have done on a daily basis for parents to see. Parents feel confident about the care their children receive and are complementary about the care provided.

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The Childcare Register

The requirements for the compulsory 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 219764 Local authority Central Bedfordshire Inspection number 876321 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 15 Number of children on roll 15

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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. 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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