Childminder in Oxfordshire

Inspection date

Previous inspection date 28/01/2013 26/02/2009

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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

 The family home environment is very welcoming to children and their parents. A stimulating range of resources are readily accessible enabling children to make independent choices.  Children benefit from the calm, warm and caring relationship that clearly exists between them and the childminder.  Children are happy, motivated and eager to learn as the childminder provides them with a range of exciting activities and experiences. As a result all children make good progress in their learning and development.  The childminder develops secure and trusting relationships with parents. This enables her to be very aware of each child's individual needs and requirements.

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It is not yet good because

 Although parents can access their child's learning journal on a regular basis they are not given the opportunity to contribute their comments regarding their child's development and learning to these journals.  Although the childminder has a sound knowledge of first aid and the steps to take in an emergency, she has allowed her first aid certificate to expire.

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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 looked at children's records, planning of activities and evidence of how the childminder assesses children's progress.

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Inspection activities

 The inspector spoke with the childminder, her co-childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector also took into account the views of grandparents on the day and by reading references provided by the parents.

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Inspection activities

 The inspector observed activities and interaction between the childminder and children during play inside.

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Information about the setting

The childminder registered in 2004. She lives with her husband and their child in Henley, Oxfordshire. The childminder's husband is also a registered childminder at the same premises. The childminder uses the whole of the ground floor of the house for childminding with sleeping facilities provided upstairs. There is a fully enclosed garden available for outside play. The childminder makes use of local facilities such as parks. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She and her co-childminder are currently looking after seven children who are in the early year's age range on a full and part-time basis.

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must:

 make sure a current paediatric first aid certificate is held at all times

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

 strengthen the existing arrangements for parents to be fully involved in their child's learning and development by, for example, providing opportunities for them to contribute to their child's learning journal.

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who attend

Children are enthusiastic and motivated to learn in the homely environment provided by the childminder and her co-childminder. Children are curious and eager to try new things and consequently become independent learners who make good progress in their learning. The childminder has a clear understanding of how children learn owing to her many years of experience of working with children. She effectively uses this experience to plan and provide children with a wide range of stimulating activities and experiences. These are linked to each child's interests, abilities and help to move them onto their next stage of learning and development. The childminder has a good understanding of children's starting points for learning, gained through her close communication with parents. Each child has a learning journal which includes the observations she makes and examples of their work. The childminder shares the learning journal with the parents to

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who attend

help inform them about their child's progress. However, parents do not have the opportunity to add their comments on their child's learning and progress at home, for example, in the journal. This means continuity in children's learning between the home and setting is not fully effective. The childminder demonstrates a secure understanding of how to support children onto their next setting or school. For example, she talks to the child about where they are going and the type of day they will have.

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who attend

The childminder provides fun ways to promote children's interest in food to promote their early understanding of colour, shape and size. She provides them with a range of colourful vegetables for them to create their own pizza topping. Children readily name the colour and shape of the vegetable as they put them on their pizza. Older children make sandwiches and ask each other to name the shapes they then cut the sandwich into. Children readily participate in music sessions where they bang and play a range of instruments. The childminder extends their learning by asking the children to make loud and quiet sounds. This helps the younger children to develop their early listening skills. Children have many opportunities to develop their creativity. They participate in painting sessions where they use a range of brushes and wax crayons. Older children use a range of tools to create their individual fruit plate collage such as, scissors, templates and glue.

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who attend

Children enjoy participating in a range of role play activities. These help them to develop their early imagination. For example, they readily pretend to be a loin and the childminder extends their learning by asking questions about the lion. Children learn about nature, the environment and the local community in a variety of interesting ways. These include walks in the wood where they readily look for insects and observe them under the magnifying glasses they take with them. Children also show great delight when they see the squirrel on the fence. They enthusiastically talk to the childminder and each other about the squirrel eating the bird food again. The childminder encourages children to develop positive attitudes towards diversity and equality. For example, she provides them with a good range of resources such as, books about the wider world. The childminder effectively helps children celebrate events in each others lives. For example, children decorate cup

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who attend

cakes to celebrate another child's birthday.

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

The childminder promotes good hygiene procedures with the children. For example, she explains why they have to wash their hands. Children play and learn in a safe environment as the childminder completes risk assessments and daily safety checks. She also has effective safety systems in place such as emergency lighting which activates if the power fails. This ensures the areas the children use still have light so, if required, they can see the exits to get out of the home. Children are beginning to be aware of their own safety through gentle reminders from the childminder as they play. For example, she reminds them to be careful when carrying toys to another room. Children are aware of the steps to take in an emergency as they regularly participate in fire evacuation procedures with the childminder.

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

Individual children's needs and preferences are met as the childminder gathers and records information from parents about their children's welfare and care routines. Children clearly enjoy spending time with the childminder and her co-childminder. Children's behaviour is very good because the childminder has high expectations of the children's behaviour and she is a very good role model. She is calm, consistent and patient. She uses praise, explanations and positive language to help children understand right from wrong. She also gently explains to the children the reasons why they cannot always do what they would like to do. Children show care and concern for each other and enthusiastically greet other children who have just arrived and include them in their play. Children show they feel safe and secure as they readily approach visitors to the home and talk to them about what they have been doing.

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

The childminder has well-organised resources and she makes learning fun, visual and interactive for the children. All children can readily access the toys and resources they wish to use from the conservatory. This helps them to develop their confidence and decision making skills. Younger children are encouraged to begin to make choices as the childminder displays a range of resources for them on the floor.

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

The childminder promotes good hygiene procedures with the children in a fun and interactive way. For example, children sing a hand washing song which reminds them of why they need to wash their hands. They keep washing their hands for the length of time the song takes and this ensures their hands are thoroughly clean. Children have many opportunities to develop healthy lifestyle as they play outside in the fresh air and go on regular walks. A range of outdoor resources in the childminder's garden further promotes children's early physical development. Children thoroughly enjoy the nutritious home cooked food the childminder provides. They readily eat the vegetables and readily tell visitors to the home about favourite meals such as, fish pie. Children are able to choose their dessert from a range of healthy options including fruit and yoghurt. This encourages the children to adopt healthy choices. Younger children are fed their food in an enjoyable

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

and comforting way at their own pace. This helps them to develop a good relationship with food and mealtimes.

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provision

The childminder has a secure understanding of her responsibility to meet the welfare requirements of the Early Years Foundation Stage. 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. This is reflected in her understanding of the procedures she would follow should she have a safeguarding concern about a child in her care. The childminder is very aware of her responsibility to ensure children are kept safe at all times. She has a range of policies and procedures which are shared with parents so they are aware of her and her co-childminders responsibility. She ensures all the required documentation is completed by parents before their child starts. However, her first aid certificate has recently expired so she does not have a valid certificate in place. This is a breach of a legal requirement. However, there is no impact on children's well-being as the

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provision

childminder demonstrates a secure and confident of what to do in an emergency and how to administer first aid. This is because she has already undertaken four first aid courses in the past and has kept up to date with relevant first aid practices via the internet.

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provision

The childminder is confident in her knowledge of the learning and development requirements. She and her co-childminder have effective systems in place to monitor and observe children's progress. She effectively uses the observations they make to plan flexible, relevant and stimulating activities. These encourage children's early curiosity to try out new activities and experiences. The activities help children to learn in a homely environment, which the childminder and her co-childminder adapt and caters to meet all of their individual needs.

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provision

The childminder develops good supportive and trusting relationships with parents. Verbal feedback at the end of the day ensures parents are kept fully informed of how their child has spent their day. Parents and grandparents make many positive comments on the day and in their reference letters. These include how 'consistent and reliable' the childminder is and they appreciate the 'warm, caring, homely learning environment provided'. Children comment in their thank you letters "thank you for everyday you have looked after me". This demonstrates how much they enjoyed their time with the childminder. The childminder effectively monitors and reflects on her practice. This includes discussions with her co-childminder, which helps her to identify her strengths and areas for further development. She has booked to attend a first aid course in the next few days. She is also updating her knowledge on the revised Framework for the Early Years Foundation Stage

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provision

especially regarding the two-year-old progress check. This demonstrates her commitment to on going improvement.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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

 ensure an appropriate first aid qualification is in place (Welfare of the children being cared for) (Applies to both parts of the Childcare Register)  ensure an appropriate first aid qualification is in place (Welfare of the children being cared for) (Applies to both parts of the Childcare Register)

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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 EY294760 Local authority Oxfordshire Inspection number 814795 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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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