Childminder in Milton Keynes

Inspection date

Previous inspection date 04/02/2013 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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

 The childminder has strong partnerships with parents who feel reassured by the positive care that their children receive.  The childminder has a good understanding of how children learn and supports them through providing a wide range of positive learning opportunities. This helps them to make good ongoing progress towards the early learning goals.  The childminder has a good understanding about how to promote the health and safety of the children in her care. She has assessed all risks to her premises and has minimised these so children are able to access all areas safely.  The childminder is a good role model and forms strong relationships and attachments with children.

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It is not yet outstanding because

 Although children make good progress in their language development, opportunities are missed to fully encourage their listening skills.  The childminder does not provide opportunities for children to fully explore the concept of quantities and measures.

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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 in the dining room and lounge.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's observation files, tracking systems and a selection of policies and children's records.  The inspector also took account of the views of parents.

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Information about the setting

The childminder registered in 2012. She lives with her husband and two young children in Wolverton in Milton Keynes. The whole of the house except the childminder's bedroom is available for childminding and there is an enclosed garden for outside play. The family has a cat. The childminder walks to local schools to take and collect children and she attends the local pre-school groups. The childminder's provision is open all year round from 8am to 6pm Monday to Friday except for family holidays agreed in advance. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is currently minding three children in the early years age range.

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

 provide opportunities for children to experiment with quantities and measures, for example, by providing different sizes and shapes of containers in water play

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

 encourage children's listening skills, for example, by using puppets and other props when singing songs or reading story books.

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who attend

The children happily learn through play because the childminder plans many worthwhile activities. She plans these according to the children's interests and abilities. The childminder provides support and challenges in an environment where children can help themselves to toys and resources to support their play.

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who attend

Overall, children make good progress in their communication skills. The childminder talks to children, commenting on what they are doing and asks questions to encourage their critical thinking and exploration. For example, when playing with the doctor's set the childminder talks to children about the medical instruments and demonstrates how to use them. CChildren show an interest in handling books and listen to short stories. However, the childminder does not extend children's listening and responding skills by using puppets and other props.

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who attend

Children make good progress as they explore number, colour and shape during many activities. They post shapes, fit puzzles together and count skittles confidently during their play. However, there are fewer activities to help children to develop an understanding of measurement. The childminder provides a good range of resources to help children gain awareness of the diverse society in which they live. For example, dolls and books. The childminder increases their understanding of technology as they press buttons on the toy laptop and talk on the telephone.

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who attend

Children have fun exploring their local environment, for example, as they feed the ducks at the park. They enjoy drawing with chalks and pencils on the easel, learning early writing skills. Children develop their imagination as they engage in role-play when they dress up, play with small world people and dolls. They are being creative when they finger paint and stick leaves on their pictures. The childminder effectively assesses children's progress and plans for their next steps for learning. Activities build on children's existing skills in order to prepare them for the next stage of their learning.

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

Children's emotional development is promoted well as they develop warm, trusting and secure relationships with each other and the childminder. Settling routines vary according to children's individual needs and parental wishes. The childminder acts as a good role model and she is calm and consistent in the way she approaches behaviour management. She offers lots of praise to develop children's confidence and this helps them to feel good about what they do. Children are well behaved and they clearly enjoy spending time with the childminder and her family.

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

The childminder encourages children to learn about taking risks. They are active and enthusiastically explore their environment. On outings, they learn to cross the road safely and the childminder teaches them to use tools properly, such as child-safe scissors. This means children are developing their understanding of how to be safe. Children enjoy daily fresh air and exercise, which promotes good physical development and benefits their health. The childminder makes good use of local venues, such as parks to extend children's physical skills, for example, as they climb, balance and slide. Indoors, children enjoy sit-and-ride and push-and-pull toys. They have fun dancing and moving in different ways to music, learning a sense of rhythm and rhyme.

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

Children follow good personal hygiene routines, such as hand washing. They learn to be independent as they stand on the step at the bathroom sink with the support of the childminder. The childminder provides individual flannels, towels and bed linen to minimise possible cross infection. The childminder holds a first aid qualification to make sure she can manage any accidents appropriately. Children enjoy healthy home-cooked meals that meet their dietary needs. The childminder use resources well so that children can feel safe and comfortable. For example, by providing a high chair for them to eat whilst safely restrained and a travel cot where they can nap. This positively promotes the children's well-being.

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provision

The childminder has a good knowledge of the safeguarding procedures to follow in the event of any concerns about a child in her care. The childminder carries out thorough risk assessments of the environments children use and takes steps to keep them safe. For example, an emergency evacuation procedure is in place to make sure children can be evacuated quickly in the event of a fire. The childminder is well organised and she maintains all of the necessary paperwork, such as accident records and a record of children's attendance. The childminder gathers as much information as she can from parents to support her assessment of children on entry to her setting. She closely observes and monitors children's progress and records this in their personal plans. The childminder supports children well to work towards their next steps for learning in preparation for school. As part of her self-evaluation, she reflects on her responsibility to meet the learning and

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provision

development requirements. She evaluates children's involvement in the activities and makes judgements about what they are learning and how she might do things differently. Through questionnaires, parents' views and opinions are gathered. Parents are unanimous in their positive feedback about the childminder's service. For example, they are pleased with their child's progress and learning and the use of children's diaries to share information. In addition, they note their children's increased confidence and independence.

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provision

The childminder builds close links with parents and they share information to meet children's individual care needs well. She uses a variety of methods to make sure parents are informed about their children's activities and well-being; such as through the use of a daily diary, verbal feedback, telephone and text messaging. The childminder shares her policies and procedures with parents to make sure they are aware of all aspects of her childminding practice.

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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 EY450944 Local authority Milton Keynes Inspection number 881123 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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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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