Childminder in Wokingham

Inspection date

Previous inspection date 23/01/2013 11/01/2011

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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 benefit from the calm, warm and caring relationship that clearly exists between them and the childminder. She is very aware of each child's individual needs and requirements.  Children make good progress because the childminder uses her many years experience as a childminder to provide children with a range of activities and experiences so they can develop and learn as they play.  The childminder develops strong relationships with parents and other settings the children attend, which helps to promote consistency in children's care and learning.  The childminder has a good understanding and implementation of the safeguarding and welfare requirements to support children's health, safety and well-being.

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It is not yet outstanding because

 The childminder does not yet fully enhance children's interest in books, to further develop and extend their communication and language skills.

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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 activities and interaction between the childminder and children during play inside.

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Inspection activities

 The inspector used a range of documentary evidence including the children's learning journeys and the childminder's records as evidence.

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Inspection activities

 The inspector also took into account the views of parents by reading references provided by them.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Information about the setting

The childminder registered in 1999. She lives with her husband and two adult children in Woodley, Berkshire. The childminder uses the whole of her home for childminding. A fully enclosed rear garden is available for outside play. The childminder makes use of local facilities such as, toddler groups, libraries and parks. The childminder can take children to and collect them from local schools. The family has a goldfish.

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Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is currently looking after four children in the early years age range on a part-time basis.

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

 extend children's interest in books and further support their early communication skills. For example, by making family books using small photograph albums with photographs of family members, significant people in the child's life, and familiar objects.

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who attend

The childminder uses her many years of childminding experience and the knowledge gained to provide children with a homely learning environment. Children participate in a wide range of interesting activities and experiences that enable them to learn as they play. As a result, children thoroughly enjoy their time with her and are making good progress in their early learning. All the activities and experiences offered by the childminder help children to develop skills for the future to prepare them for the next stage in the learning. The childminder has very flexible daily plans in place which take into account each child's abilities, spontaneity and interests. The well-balanced indoor and outdoor learning environment promotes and encourages children's development across the seven areas of learning. For example, children thoroughly enjoy using the sledge in the snow and participating in art and craft activities inside. The digging patch in the garden enables

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who attend

children to learn about nature. For example, children grow vegetables and thoroughly enjoy digging and looking for worms in the soil.

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who attend

Young children are developing their early communication and language skills well. For example, the childminder continually talks to them and they enjoy looking at books together and talking about what they see. Children especially enjoy looking at and feeling the different textures in the touch and feel books. However, photographs of their families and familiar objects are not available to encourage young children to recognise and begin to say the names of family members and to enhance and develop further their interests in books. The childminder effectively uses everyday play, events and routines to encourage children's early understanding of number. For example, younger children count the number of stairs. Older children use a range of different scales to weigh ingredients for cooking. Children's imaginative skills are developing well as they access a wide range of role play costumes that the childminder makes. Children thoroughly enjoy dressing up and

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who attend

use the costumes to act out various scenarios such as, being a dancer. Children play with a range of natural materials to develop their creativity, For example, they make pasta necklaces and young children enjoy collecting leaves on their walks and sticking them onto paper. Children learn about the local environment and community in a variety of ways. For example, they walk to the local shopping centre. Regular visits to toddler groups enable children to play and socialise with others.

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who attend

The childminder has a good understanding of each child's individual needs and starting points in their learning, through her close communication with parents before their child starts. The childminder records the observations she makes on the children and effectively uses the observations to identify where a child is in their learning and to plan for their next steps. Each child has a learning journal which includes the observations she makes, examples of their work and photographs. The childminder shares the learning journal with the parents so they can support their child's learning at home. The childminder has very strong partnerships with other settings the children attend. She finds out the themes the setting has in place to help her extend the child's learning. For example, the current theme is 'textures' so the childminder provides activities for children to explore different textures at her home. The childminder is aware to complete assessments of two-year-olds

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who attend

in her care. To help prepare for this she has attended training on how to complete the assessment. The childminder helps children to be ready for their move to school in a positive way. For example, she talks about the school and shows children the areas they will be in. Regular visits to the school to collect other children also give younger children the opportunity to meet the teachers.

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

The childminder has a warm and caring manner. As a consequence, children feel safe and strong attachments clearly exist between them and the childminder. Children's individual needs and routines are discussed fully with parents so that there is a shared approach to the children's welfare. The childminder has a consistent approach to managing behaviour and she acts as a good role model. Younger children receive constant praise and encouragement helping them to develop their self-esteem and confidence.

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

The childminder has a very inclusive approach, which means children are happy and settled. She carefully considers how she can promote children's individual development. For example, she makes sure there are always low-level toys and suitable resources available for the young children to independently access when they require. The childminder looks after a number of children from different cultures. She effectively uses the resources she has to reflect different cultures to increase children's understanding of each other's lives and customs.

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

Children's good health is promoted through well-balanced meals and snacks that their parents and the childminder provide. Children are developing a good relationship with food as they are able to eat and drink at their own pace. The childminder sensitively guides and supports children in developing their self-help skills. For example, helping a young child to begin to hold and drink from a beaker. Children have daily opportunities to be in the fresh air as they play outside and go on visits to local parks. These visits enable children to use a range of large outdoor equipment to help them experience, challenge and develop their physical skills. Older children are able to rest and relax as they require after a busy day at school. Children learn about their own safety in a variety of ways. For example, the childminder talks to children about road safety on outings and when walking to school. Children learn about fire safety procedures in effective ways. For example, they

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

pretend a room is full of smoke and they have to crawl around the floor feeling their way to an exit.

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provision

The childminder understands her responsibility to safeguard the welfare of the children. She has up-to-date knowledge and understanding of child protection matters and knows the procedures to follow if she has a concern about a child in her care. The wide range of written policies and procedures in place are followed by the childminder to ensure children's welfare is effectively safeguarded and promoted. The childminder shares her policies and information about Ofsted to ensure parents are fully aware of her responsibilities as a childminder and the service she provides. The childminder is confident in her knowledge of the learning and development requirements. She has effective systems in place to monitor and observe children's progress. She effectively uses the observations she makes to plan flexible, relevant and stimulating activities.

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provision

The childminder ensures that all areas of her home are safe for children to access, as risk assessments are in place for the home, garden and outings to promote children's safety. The childminder develops strong, supportive and trusting relationships with parents. Information is shared daily in a variety of ways to meet the needs and requirements of the children. The daily diary helps parents to be aware of how their child has spent their day and the progress they have made. Parents make many positive comments in their reference letters. These include how their children thoroughly enjoy their time with the childminder, parents appreciate the range of activities and how she has every child's best interests at heart. The childminder effectively monitors and reflects on her practice which helps her to identify her strengths and areas for further development. She is committed to ongoing development and updates her knowledge in a variety of ways including attending

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provision

recent training on the revised Statutory Framework for the Early Years Foundation Stage. She also intends to use her childcare knowledge gained over many years to help her obtain a relevant childcare qualification.

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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 148472 Local authority Wokingham Inspection number 814143 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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