Childminder in Buckinghamshire

Inspection date

Previous inspection date 16/01/2013 11/10/2011

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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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are confident and form strong attachments to the childminder. This is because she has successfully developed a settling in process, which engages both children and parents.  Children are motivated, engaged and make links in their thinking, which help them to learn while they play.  The well-resourced environment encourages children's all round development relatively well.

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It is not yet good because

 Assessment arrangements are not yet strong enough to shape children's learning experiences in partnership with parents to fully monitor their progress.  The childminder does not sufficiently encourage children to learn positive attitudes and challenge negative attitudes towards other people and communities. This reduces their understanding of diversity.  Systems to self-evaluate are not yet strong enough to drive forward professional improvement and fully promote effective outcomes for children.

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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 interviewed two parents to ascertain their views of the service.

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Inspection activities

 The inspector checked how the provider has made improvements since the last inspection.

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Inspection activities

 The inspector read the self-evaluation provided at the time of the inspection to gain the provider's views on her service.

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Inspection activities

 The inspector observed and discussed the childminder's practice and looked at documentation as part of her evidence collecting.

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Information about the setting

The childminder registered in 1997. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives in the village of Gawcott, on the outskirts of Buckingham. Childminding takes place on the whole of the ground floor only. There is a fully enclosed garden available for the children's outside play. Her home is within walking distance of local parks, pre-school and school. The childminder currently has four children on roll in the early years age range; and an additional four children who attend a variety of session after school. The childminder keeps a cat as a pet.

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must:

 improve systems of assessment by: a) observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations; and b) engaging more successfully with parents to keep them well informed about their children's progress.

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

 help children to learn positive attitudes and challenge negative attitudes and stereotypes, for example, by using puppets, dolls, stories and books showing black heroes or disabled kings or queens, families with same sex parents or female fire fighters and male nurses

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

 develop systems to carefully monitor and analyse practice and systems to self- challenge and drive forward improvements to the service, for example, through regular training and professional development.

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who attend

Overall, children do relatively well and make sound progress at this setting. They are motivated, engaged and make links in their thinking, which helps them to learn while they play. The childminder has a sufficient understanding of child development and helps children learn through engaging their attention and focusing their learning. However, her observation and assessment skills are not precise enough to inform future planning accurately. This means that planning for individual children lacks sufficient challenge across all areas of learning.

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who attend

The childminder looks after a range of children in the early year's age group. Children are self assured and active members of the group. They show good listening and attention skills and can communicate their needs. Their speaking skills are relative to their ages. For example, the youngest children form three word sentences while children that are more able can hold conversations confidently. The childminder supports language in all that the children are involved in. She uses descriptive and instructive language to help children manage their chosen tasks. However, she is less consistent in asking open-ended questions, which means she does not always offer children opportunities to answer creatively. Children are developing mathematical knowledge through playing with a range of resources such as puzzles and bricks. The childminder uses positional language and describes colours and shapes. She counts with children so that they become familiar with

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who attend

the sequence of numbers. Children enjoy role play activities, which encourages them to use their imagination. They enjoy sharing books, which supports their general well-being and initiates their interest in language and written word.

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who attend

The childminder engages parents each day in conversation, discussing what children have done and achieved. However, she is less able to share accurate methods of observational assessment with parents to show how they have made progress over time. Discussions are more likely to include care needs rather than supporting parents in combining learning experiences to support children's learning at home. Therefore, children do not receive consistent support in their learning and development.

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

Children are confident and well established in the childminding setting. They form strong attachments to the childminder. This is because she has successfully developed a settling in process, which engages both children and parents. The childminder shows children affection, which children then reflect in the relationships they share with each other. They play well with each other learning socially acceptable behaviour such as being kind and considerate towards others. They further develop these skills on a wider level when attending playgroups and while on local outings. Children's beliefs and lifestyles are respected and celebrated. The childminder places less priority on teaching children about other communities or the wider world, which reduces their awareness of diversity. Children respond to the boundaries set for them. They behave well respecting both their own safety and the safety of their friends as they play together.

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

Children enjoy outdoor play in all weathers. They have a range of physically challenging activities, which they can explore. This gives them opportunities to build strong muscles and develop balance and coordination. Their active lifestyle helps them in their general well-being. Children are developing self-care skills relative to their age and abilities. These range from self-feeding skills to understanding their bodies and being more independent in toileting routines. Older children are learning to manage putting on their clothing. All children understand the importance of washing hands. Although younger children receive a measure of help, most children are able to do these tasks by themselves. The childminder works successfully with parents to help them provide healthy and nutritious meals. This encourages children to be familiar with healthy taste choices forming good eating habits.

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

The well-resourced environment encourages children's all round development relatively well. Their interest in learning enables them to continue to gain the skills they will need for the next stages in their development, including the transition to school.

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provision

The childminder's awareness of the areas of learning are not fully secure. Although she offers children, a sound range of activities she does not fully match these to their learning needs. The childminder has had little contact with her local authority development worker and local support networks are limited. Although she has kept up to date with her first aid training, accessing additional training has proved to be a challenge. This means that she has struggled to keep abreast of current childcare practices. Although the childminder is self-evaluating her service, it is not fully rigorous in analysing where change needs to happen. Planning for improvement is unclear and therefore does not demonstrate how this benefits the children.

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provision

The childminder demonstrates an appropriate level of knowledge in how to safeguard children. Her range of policies and procedures to support safeguarding has significantly improved. This allows her to be more effective in sharing information with parents and more organised in managing safeguarding concerns. The childminder understands the signs that may cause concern about a child and knows who to contact in the event of a concern. She has a sound risk assessment process in place, which she reviews as necessary to maintain a safe environment for children.

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provision

Overall, partnerships with parents and other early years providers are developing sufficiently. The childminder discusses children's wellbeing and in some instances their achievements with pre-school staff. She finds out about project work and offers further discussion or play opportunities to support children's current interests. She works with parents to meet the children's needs. She keeps parents informed about their child's day and any issues, which helps to promote consistency of care for the children.

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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 131201 Local authority Buckinghamshire Inspection number 813746 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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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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