Childminder in Reading

Inspection date

Previous inspection date 29/01/2013 07/10/2008

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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 settle well because the childminder finds out about their welfare needs and fully considers their emotional needs.  Children feel valued, able to make good choices and feel in control of their own behaviour and feelings; preparing them well for their next stage of learning.  The childminder provides a broad and balanced range of enjoyable activities, making good use of the indoor, outdoor and local environment.  The childminder demonstrates a good capacity for continuous development.

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It is not yet outstanding because

 there are fewer opportunities for children to focus on a variety of meaningful print, and to see and compare different print in their environment.  systems for gathering and developing knowledge and expertise from parents are not fully embedded in practice.

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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 spent time observing the childminder in the kitchen and the main room.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's observation records, a selection of policies and children's records.  Feedback took place with the childminder about the outcome of the inspection.

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Inspection activities

 The inspector took account of the views of parent's from information included in written parent references.

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Information about the setting

The childminder registered in 2008. She lives with her husband and two of their teenage children in Caversham, Berkshire. The whole of the ground floor and two upstairs bedrooms of the childminder's house are used for childminding. There is an enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently caring for four children in the early years age group, on a part time basis. She also cares for children after school. The childminder has a National Vocational Qualification (NVQ) level 3 in childcare. She walks to local schools to take and collect children. She attends local parent and toddler groups. The family has two cats.

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

 develop further the system for sharing information with parents to help them fully support, review, contribute and extend their child's learning and development

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

 create an environment rich in print where children's learning about words is strengthened. Focus on meaningful print such as a child's name, words on a packet or a book title in order to discuss similarities and differences between symbols.

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who attend

The childminder has a secure knowledge and understanding of the learning and development requirements. She is skilful in her ability to support and encourage children in their play. Good use is made of the home, garden and local environment for learning. For example, children move confidently indoors, freely selecting favourite toys. They frequently explore and investigate in the garden and enjoy regular outings to nearby parks and various groups. The childminder plans a flexible range of activities around themes. As a result, children benefit from experiences based upon significant events, topics, festivals and their individual interests. She provides a balanced range of activities, which challenge children appropriately across all areas of learning. The experienced childminder has a good range of evidence to show that children are making good progress. Assessment records contain a good selection of photographs, written observations, the next steps in

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who attend

children's learning and examples of their work. These attractive development records of children's achievements kept in books, provide a useful record of their progress that are freely accessible to parents.

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who attend

The childminder skilfully supports children's transitions to other settings and schools. For example, together they act out going to school and play games to prepare them for school. Children have good opportunities to learn about plants and living creatures. For example, they enjoy planting their own vegetables in the garden, and make frequent trips to a local allotment. Children enjoy first-hand experiences that encourage exploration and investigation. The recent snow proved to be a great experience for children to touch, model with it and bring the snow inside and observe it melting. Regular visits to various groups help to promote children's learning. These daily outings enhance children's opportunities to develop their social and physical skills. In addition, they also enjoy many opportunities to explore various media, such as collage work and play dough. Children benefit from the attention and purposeful interactions with the childminder. She engages

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who attend

with children and she challenges their learning through play. She positively models talk in the children's play. However, the childminder has yet to consider creating an environment rich in print. For example, fewer opportunities are visible for children to see and compare a variety of symbols, names, labels and signs. Nonetheless, children are developing confident communication skills and enjoy regular opportunities to share stories. For example, they relish in acting out a familiar story read by the childminder. They delight in rolling in the thick oozy mud and walking through the swishy swashy grass. They are very excited to find the bear in the cave, which is hiding under the table. Use of electronic toys skilfully introduce children to technology. Children develop an awareness of number through songs, puzzles and counting in their play. Overall, children are acquiring appropriate skills for the future. The expectations the childminder has means that children

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who attend

are well-prepared for either school or their next stage in learning.

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who attend

Sound information is available for parents about the childminder's service, such as written policies and procedures. The childminder talks to parents to find out relevant information about the children before they start, which helps her to provide consistent care. The childminder provides ongoing feedback about children through photographs, verbal feedback, daily diaries and access to the children's progress records. However, systems for collecting and updating developmental information from parents are less well embedded. This means parents are not always able to fully contribute to their child's continuous learning and development.

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

Children of all ages build a secure bond with the childminder. They develop positive and strong relationships with the childminder and her family. The childminder is attentive, caring and supportive. As a result, children feel safe, have a sense of belonging and are developing good levels of confidence. Good steps taken to promote children's good health support their well-being. For example, children learn good hygiene routines and are developing a sense of personal independence. The childminder is careful to promote children's harmonious and collaborative play with emphasis on kindness and politeness. Children behave well, given their age-related challenges and show good levels of self control in social, small group situations.

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

The childminder has organised her home so that children move safely around. The areas are safe and fully risk assessed. The childminder supervises children closely to give clear and consistent guidelines about how to play safely. Children's understanding of safety is threaded through every daily routine and activity. For example, two-year-olds are encouraged to sit properly at the table whilst they are eating, for fear of falling off the chair. Children learn about healthy eating practices as they eat an appropriate diet, mainly provided by their parents, and discuss healthy choices. Children are encouraged to be active as they make regular trips to the local school to pick up children. They play outside in the garden or at local parks and enjoy using a variety of resources, which help to develop their muscles and coordination.

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

The childminder provides a warm, well-equipped and welcoming environment that reflects children's backgrounds. She works effectively to ensure that she has a good understanding of children's individual, cultural and religious needs. They learn about their own cultural beliefs through a range of festival celebrations. Children are encouraged to understand and respect the values and differences of others. For example, they learn about similarities and differences through topic discussions, a plentiful range of resources and reading stories. The childminder has a good understanding of the children's starting points and interests. She plans from the children's interests and is flexible, as she responds to the children's needs. She has a good understanding of the statutory framework for the Early Years Foundation Stage and how young children learn through play.

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provision

The childminder has a good understanding of her responsibility to ensure her setting meets the safeguarding and welfare requirements of the Early Years Foundation Stage. She effectively maintains comprehensive documentation which supports the safe and efficient management of her setting. She places a good emphasis on the safety and well- being of children in her daily safety checks. Children are able to play safely while still being independent and moving freely. They can use a good range of indoor equipment with confidence and frequently play outside to enhance their learning and broaden their experiences. Children regularly practice the emergency evacuation drill to promote their understanding of keeping safe. The childminder safeguards children because she has a secure understanding of her role in child protection. She has a good understanding of Local Safeguarding Children's Board procedures.

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provision

The childminder establishes positive working relationships with the local school and nursery. She is aware of the value of partnership working and has considered how she will support children who may attend more than one early years provision. The childminder fully understands how this will benefit children in achieving a smooth transition from one setting to another. The childminder has completed a reflective evaluation of her setting. She has a positive attitude to strengthen her practice through self-evaluation and she recognises where there are areas for development.

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provision

Through parent's letters of compliment, it is evident that they have appreciation and respect for the childminder. They praise the childminder for "being warm, relaxed and caring in her approach to childminding. She uses a positive approach to behaviour and children have responded really well to the 'kind hands' message she uses. She has been very accommodating; she is not only professional and experienced but also thoughtful, caring and kind. The perfect combination for a childminder in my opinion".

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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 EY374907 Local authority Reading Inspection number 844391 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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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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