Childminder in West Berkshire

Inspection date

Previous inspection date 10/01/2013 Not Applicable

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder is a highly skilled, dedicated and committed practitioner who has an extensive knowledge of early years and how children learn and develop.  The childminder maintains meticulous documentation, accurately identifying children's starting points. She regularly records their progress through observation and assessments and skilfully identifies children's next steps to effectively inform planning. As a result, each child thrives and makes significant strides in their learning.  Children are fully involved and engrossed as they play an active role in the setting, making choices and decisions. They benefit from an inspiring, enabling environment where they are eager to learn with an extensive range of toys and resources both indoors and outside.  Exceptional partnership working is in place through the forward thinking of the childminder who goes out of her way to meet children's individual needs.

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This provision is outstanding

 Children are exceptionally settled and secure in a nurturing environment where they build excellent relationships with the childminder and others.

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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 the children playing in the lounge/dining area, upstairs playroom and garden.

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Inspection activities

 The inspector observed the children having their snack, lunch, self-care skills, being put down and waking from their sleep.

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Inspection activities

 The inspector took into account the views of parents through letters and emails shared with the inspector.  The inspector observed food preparation.

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Inspection activities

 The inspector examined documents including children's records, planning, policies and procedures and held discussions with the childminder at appropriate times.

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Information about the setting

The childminder registered in 2012. She lives with her husband in Thatcham near Newbury, Berkshire. She works from her own home with her daughter who is a co- childminder. The downstairs rooms and a designated upstairs playroom are used for minding. There is a fully enclosed back garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The family has no pets. There are currently five children on roll, of these four are in the early years age group. The childminder is an experienced Early Years practitioner and has a level three qualification.

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

 support babies to predict and make connections in experiences by ensuring to wash their hands each time before eating.

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who attend

Children benefit from a vibrant, stimulating environment both indoors and outdoors where they can freely access an excellent range of toys and resources in labelled low-level boxes and shelves. Children's can easily make choices as all labels are in the written word and pictorial signs and photograph albums remind children of toys and activities available. The outdoors learning environment is exceptional with innovative ideas providing an extremely exciting space. For example, old saucepans and utensils and plastic bottles filled with different objects form a sound line and guttering is used at different angles on the fence where children pour water or roll balls down them. Wind chimes, mirrors, streamers and three-dimensional models blow in the wind enabling children to investigate the natural world and the effects of the wind. The childminder uses inspirational ideas to develop an exciting environment, such as three-dimensional resources providing tactile, textured

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who attend

number lines. Children are actively encouraged to recycle with containers showing pictorially the different objects and enhancing their understanding of the world around them.

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who attend

Children thoroughly enjoy activities and are motivated to learn as the childminder actively involves and engages each child. They confidently use equipment as they press buttons on electronic equipment to start the CD player and enthusiastically complete action songs. The childminder offers excellent support to develop children's confidence and raise their self-esteem. She is a highly effective teacher, skilfully challenging and extending children's learning and providing a fully enabling environment for children to explore independently and to flourish. For example, children excitedly plan a trip to the moon to have a picnic. They find hats but decide they are not suitable as helmets, then try on different sized bowls as 'hats' in order to find the right size, using the mirror to assess the correct fit. The childminder extends children's play by asking open-ended questions to make children think. For example, asking a child 'how do you know this one is sneezy and this one is

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who attend

sleepy?' when referring to characters in a favourite story. The childminder uses everyday opportunities to develop children's mathematical development, counting the stairs as they go to the bathroom and matching toys discussing different sizes. Babies begin to babble as they find their voice; the childminder enthusiastically encourages their use of language as she repeats sounds and words. Children enthusiastically select from an extensive range of fiction and non-fiction books, in the setting and at the local library. They snuggle up to the childminder to share a story, actively engaging and contributing their thoughts and ideas.

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who attend

The childminder's commitment to excellent partnership with parents is inspiring. She goes out of her way to work together in establishing an accurate understanding of children's individual needs and reflects home routines in the setting. The childminder's ideas are ground breaking; for example, she has produced a photograph album to share with parents showing a systematic guide so that they know everything about the setting, the resources and toys available and the activities children participate in. The childminder fully involves parents who play an active role in their children's learning and development through daily discussions, feedback sheets and the sharing of development records. They add leaf stickers to the tree contributing observations from home and add pictures and artefacts to the 'wow' tree. As a result, the childminder has an exceptional understanding of each child's individual needs and abilities and how children learn and develop. For

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who attend

example, she encourages young babies to explore the space around them, varying their positions and enabling them to kick and stretch on their tummies and backs. She supports them to sit up and provides interesting objects as they learn to lean forward and pick them up.

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who attend

The childminder is highly effective in obtaining an accurate understanding of children's starting points and undertakes comprehensive observations and an assessment, successfully indentifying the next step in children's learning using the Development Matters guidance. As a result, all children make significant strides in their learning. The childminder has a thorough understanding of the two-year progress check and has put in place processes to undertake these with parents. She works tirelessly to meet children's individual needs. For example, in order to promote a child's security after a break away from the setting, the childminder made toys and resources to reflect their favourite fairytale. She actively seeks key words where children learn English as a dual language, and promotes the value of home languages, which are included in children's play and learning.

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

Children thrive in a homely, safe, welcoming and child-friendly setting. They settle exceptionally well due to the significant skills of the childminder who provides a nurturing, caring environment where children are at ease and highly valued as being unique. Children develop an exceptional sense of security and well-being through familiar routines. The childminder acts as a calm, consistent role model offering praise, reassurance and smiles to develop children's sense of confidence, security and well-being. For example, although a baby initially begins to cry when the childminder steps out of sight they are soon reassured as she comes back. Children show high levels of care for one another as they offer others toys, and are aware to be careful of younger babies. The childminder is highly attentive and has a superb understanding of each child's individual needs, and goes out of her way to support their needs. However, she does not always clean babies' hands

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

before she offers them food when sitting in their highchairs to support their ability to predict and make connections in experiences.

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

The childminder has taken extensive steps to identify risks and minimise potential hazards. Thorough daily checks and written risk assessments are in place, promoting the safety of the home, garden and places visited. Children develop a comprehensive understanding of safety; they are aware to hold the banisters when climbing the stairs and fasten booster seats when sitting at the table. They confidently talk about safe practice through role-play as they put on helmets and fasten their seatbelts before blast off when going in their rocket to the moon. Highly effective strategies are in place for the evacuation of the premises with a floor plan and evacuation procedure visible. The childminder makes visitors aware of evacuation points and regular drills support children's knowledge of what to do in an emergency. Children develop an outstanding idea of a healthy lifestyle as they have all- weather suits to enable them to benefit from extensive periods outdoors. Babies

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

are able to sleep outdoors, where the childminder checks them frequently. Babies receive effective support and the childminder sits quietly cuddling the baby when feeding them their bottle, giving eye contact and undivided attention. Children eat well and enjoy healthy, nutritious, balanced meals to suit their individual dietary requirements. They develop an excellent understanding of food that is good for them through discussion and posters by the table where they eat. The childminder cooks all food from fresh, she has notified the local food standards agency of food preparation and has a food hygiene certificate. She maintains meticulous standards of health and hygiene in the kitchen with different coloured chopping boards and wears an apron and hat when cooking. Thorough hygiene practices are in place when changing nappies. Pictorial posters promote and remind children to wash hands and individual towels are in place to minimise cross

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

Children behave exceptionally well as the childminder gives each child individual attention. She skilfully differentiates activities to meet and include all children. She promotes care and respect for one another and supports and develops children's understanding of the needs of others. For example, she reminds children to speak quietly when the baby is having their bottle so they are not frightened and to share and take turns. The childminder has an excellent understanding of aiding transitions from her previous early year's roles.

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provision

The childminder has an extensive understanding of the registration requirements. Through her significant experience and knowledge of early years practice, she has developed a service which is inspirational. She demonstrates commitment and dedication where she takes steps to develop her knowledge and skills. She has a wealth of excellent innovative ideas which are worth disseminating to others. The childminder has a thorough knowledge and understanding of child protection procedures and her responsibilities. She has completed the designated person and common assessment framework training. An extensive range of policies and procedures are in place which are regularly reviewed and shared with parents. Precise documentation and the accurate recording of accident, incidents and medication promote children's welfare.

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provision

The childminder is highly reflective of the service she provides, and together with her co- childminder, they complete a self-evaluation process and act promptly on any areas to develop. For example, they identified in the Development Matters guidance that young children should have their feet firmly on the floor or footrest at mealtimes and acted immediately, replacing the highchair. The childminder actively seeks the views of others including parents and children. Highly successful partnership working with parents and other providers promotes a collaborative approach to promote consistency in care and meet individual needs. Several parents praised the childminder through letters and emails for the inspector. For example they stated how the childminder is 'professional and organised'. One said, 'I do feel very lucky to have found you' and another stated 'our decision to place our child with you was made very easily, you are very warm and

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provision

welcoming from our initial engagement, and your enthusiasm we have not seen with others'. Another praised by saying, that they have the 'utmost of trust and respect'. The highly effective partnership working successfully identifies next steps to narrow any achievement gaps in learning and development. As a result, children make outstanding progress in the setting.

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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 EY447858 Local authority West Berkshire (Newbury) Inspection number 805305 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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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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