Childminder in Milton Keynes

Inspection date

Previous inspection date 16/01/2013 09/09/2009

p.1

early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 Children interact warmly with the childminder and invite her to join their play, which shows that they are confident in her positive response.  Children are learning about different aspects of healthy lifestyles and this increase their ability to make good decision about what they can do to promote their health.  The childminder sets clear and suitable boundaries that help children develop good understanding of how to behave.  The childminder shares information with parents about children's activities and this encourages parents to share good quality information about their children learning and welfare needs.

p.1

It is not yet good because

 The childminder does not use her observations to assess their children's achievements and help them to make better progress.  Children do not have enough opportunities to explore books independently or as part of a planned activity.  Self-evaluation does not identify weaknesses in practice, for example in the organisation of toys to help children make choices.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children's activities indoors.

p.2

Inspection activities

 The inspector looked at children's assessment records, and discussed active plans with the childminder and took note of the information from parents.

p.2

Inspection activities

 The applicant reviewed suitability information with the childminder and checked qualifications.

p.2

Inspection activities

 The inspector reviewed documentation, discussed self-evaluation and improvement plans with the childminder.

p.2

Information about the setting

The childminder registered in October 1998. She lives with her husband and 15 year old child. They live in New Bradwell, Milton Keynes, Buckinghamshire. The whole of the ground floor is used for childminding and there is a fully enclosed rear garden available for outdoor play. The childminder is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. The childminder is currently caring for four children, of these two are in the early years age group. The childminder's home is with walking distance of amenities, such as schools, shops and parks.

p.2

must:

 improve observation of children to understand their level of achievement, interests and learning styles and plan learning experiences for each child reflecting those observations  develop the educational programme for literacy by giving children opportunities to explore reading materials spontaneously, and during planned activities, to develop their reading skills and foster their enjoyment of books

p.3

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

 develop self-evaluation to carefully monitor and analysis the provision and identify areas and priorities for improvement to support children's achievements over time.

p.3

who attend

Children are making satisfactory progress in consideration to their starting points. The childminder's knowledge of the areas of learning is not fully secure, but she provides some activities to meet their needs. Children engage in some purposeful play. For example, the childminder knows children are interested in dinosaurs and she instigates a creative activity to make dinosaurs. She asks some open-ended questions and children show clear understanding in responding to her questions. However, there are few other resources to extend the topic and the learning experience. This means that the activity does not challenge children sufficiently. The childminder shares information about children's activities with parents, and in turn, they provide information about children's home learning experiences. However, she does not use this information to plan for children's next steps. In addition, she does not use observation to assess children's progress

p.3

who attend

consistently or plan challenging activities to enable children to make better progress.

p.3

who attend

The childminder makes some appealing resources readily accessible and children show good imagination as they use them. Children participate in some fun and interesting activities such as cooking. The childminder use such activities to support children's learning in areas such as communication, mathematics and physical development. For example, children weigh and measure, they learn to follow instructions and consolidate their understanding of why it is important to wash hands before preparing food. Children promote their physical development further, as they use a suitable range of resources indoors and outside to develop eye and hand coordination, balance and large movements. Children enjoy fresh air and exercise as they play in the park most days and this increases their understanding of the importance of outdoor activity to maintaining a healthy lifestyle.

p.3

who attend

The childminder does not promote children's literacy well, with particular regard to reading. There are few books available, either to read together as a planned activity or to enable children to look at books independently. Consequently, children have few opportunities to develop an interest in stories, or in reference books to extend their knowledge of areas that interest them.

p.4

who attend

Children develop their understanding of the world as they interact with others in the community. These activities go some way to supporting the children's social and communication skills and increase their awareness of the environment and their local area. As children experience creative activities, they show their talent for expressive arts and design and technology. For example, as they make dinosaurs, with the construction bricks, they try to work out why one keeps falling over. With the use of blocks, they create a roadway and buildings, using the triangular shapes for roofs. The childminder participates in children's play, interacting and supporting children's communication well, helping them to prepare for school.

p.4

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

Children are ease in the childminder's care they interact warmly with her and this shows that are confident in her positive response. The childminder maintains open communication with parents, because she has their confidence they willing share sensitive information about their children with her. This enables the childminder to meet children's personal, health and welfare needs appropriately. The childminder knows children interests and she makes sure that she provides some activities that are familiar to them. This reduces the opportunities for them to become bored and engage in some purposeful play. The childminder's knowledge of equality is satisfactory. For example, all children receive a warm welcome in her home.

p.4

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

The consistent clear and simple boundaries for behaviour help children to know what is expected of them. This helps children to learn to manage their behaviour well. Children wash their hands before handling food; they get fresh air and exercise daily. In addition, they talk about how exercise benefits their body with the childminder. This consolidates children's understanding about healthy lifestyles.

p.4

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

The childminder supervises children closely and she raises their awareness of risks in the environment. For example, children develop their awareness personal safety, as they practise the road safety as they use the 'Green Cross Code'. They learn about stranger danger and understand why it is important to follow the childminder's guidance. For example, they understand they must not play with unfamiliar dogs. Children learn how to use large play equipment safely as they play in the park and explore their local area.

p.4

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

The childminder has provides a reasonable amount of good quality resources for children to use in their play. However, the organisation of resources limits opportunities for children to choose freely and develop their ideas spontaneously. Nevertheless, children are enthusiastic to learn, for example, as they extend their learning and invite others to join them in their play.

p.5

provision

The childminder's practice shows that she makes suitable arrangements to support most aspects of children's learning and development. The childminder is far more efficient in her management of safeguarding and welfare. For example, she is confident in her knowledge of different aspects of safeguarding and she knows what to do if there are concerns about a child. The home environment is safe and secure, because the childminder makes effective use of risk assessments. This ensures that children cannot reach hazardous substances or dangerous equipment. She assesses fire safety properly, she has an evacuation plan and fire-fighting equipment is in place and working. The childminder's assessment of risks extends to activities outside of the home and she raise children's awareness of risks in the environment. This helps children to learn how they can contribute to their personal safety. The childminder maintains the required documentation

p.5

provision

for the Early Years Foundation Stage to safeguard children and promote their health and welfare. However, she does not have a written statement of procedure to follow for the protection of children and this is a breach of requirements for both parts of the Childcare Register.

p.5

provision

It is not the childminder's practice to use self-evaluation consistently and reflect on her practice to assess her performance. She gives more attention to safeguarding and welfare and than to learning and development. This results in an uneven balance in the provision that she makes for children. However, she maintains required qualifications, such as a current first aid certificate, and she has recently completed safeguarding training.

p.5

provision

At inspection, she puts forward sensible ideas within a reasonable timeframe about how she drive improvements to benefit the children in her care. This demonstrates some capacity to improve. Parents make positive comments about the childminder's service; they state that children are happy and safe in her care. The childminder maintains effective two-way communication with other providers. This contributes positively to children's personal social and emotional development and provides continuity for children.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.5

actions)

The requirements for the voluntary part of the Childcare Register are

p.6

To meet the requirements of the Childcare Register the provider must:

 keep and implement a written safeguarding statement of procedures to follow for the protection of children, intended to safeguard children being cared for from abuse or neglect (Arrangements for safeguarding children)(compulsory part of the Childcare Register)  take action as specified in the requirements of the compulsory part of the Childcare Register (Arrangements for safeguarding children)(compulsory part of the Childcare Register)

p.6

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.

p.6

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.

p.6

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.

p.7

Setting details

Unique reference number 141515 Local authority Milton Keynes Inspection number 814006 Type of provision Childminder Registration category Childminder Age range of children 0 - 7 Total number of places 6 Number of children on roll 4

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.8

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,

p.8

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’.

p.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9