Childminder in West Berkshire

Inspection date

Previous inspection date 15/02/2013 08/06/2011

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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 promotion of their personal and emotional development, reflected in the warm, caring relationships that clearly exist between them and the childminder.  Children's overall learning is promoted well. The childminder's positive interaction encourages young children's development through a broad range of interesting resources and fun activities.  The childminder is well motivated and enthusiastic about childminding and continually reflects on her practice.  Ongoing links with parents and other practitioners provide a consistent and shared approach that benefits children's learning and development.

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It is not yet outstanding because

 there are fewer opportunities for children to access resources in the home that will help them recognise similarities and differences of the diverse society in which we live.

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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 home, speaking with the childminder at appropriate times.

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Inspection activities

 The inspector considered parents' views through their references and the childminder's feedback questionnaires.

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Inspection activities

 The inspector reviewed documents, sampled policies, contracts and records relating to the Early Years Foundation Stage, including children's development records and observations.

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Information about the setting

The childminder registered in 1996. She lives with her partner in Burghfield Common, which is situated between the towns of Reading and Newbury, in Berkshire. The ground floor of the childminder's house is used for childminding, with bathroom and sleep facilities on the first floor. There is a fully enclosed garden for outside play.

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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 caring for three children in the early years age group. The childminder takes children to and collects children from local schools. The childminder is open all year round at times agreed with the families of the children for whom she cares.

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

 consider ways to increase the range of opportunities for children to access and explore through resources, similarities and differences of the diverse society in which we live.

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who attend

Children are relaxed and confident in the warm and friendly environment. They easily access resources that arouse their curiosity and are age-appropriate. They are eager to try new activities and consequently become independent learners who make good progress in their learning. The childminder understands how children learn and uses a range of resources and publications to help recognise children's stage of development. Children make good progress from their starting points as the childminder uses her observations to track their progress. This contributes in helping her complete an individual learning plan of activities that help move each child's learning forward. She is effectively able to identify what the children are able to do; for example, she has completed a progress check for children aged two years. This includes contributions from parents and staff at pre-schools the children attend. This shared learning helps ensure children's next steps are supported

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who attend

consistently. As a consequence, children develop the skills and attitudes they need to move on to the next stage of their learning and eventually to school.

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who attend

Children are secure in their relationship with the childminder and move around the home selecting the toys and resources they wish to play with. The childminder encourages them to try things for themselves; for example, fitting a shape into the shape sorter. Her discreet support is helping children succeed, feel proud of their achievement and eager to try again. The childminder promotes children's language as she repeats words back to babies to help them to begin to understand that words have meaning. Children enjoy stories, have a comfy place to sit and look at them and regularly go to the library to choose books for themselves. Examples of children's artwork in their learning journals demonstrate the opportunities they have to express their creativity through a range of media. Children enjoy music, pressing buttons on the interactive bear to listen to the songs they like. Young children enjoy using shape sorters and bricks, while older children

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who attend

have construction toys to develop problem-solving skills. The childminder plans activities to help promote a range of skills. For example, control and coordination and mathematical skills are developed as children use a range of utensils, count, weigh and measure ingredients for a cooking activity. Children's physical skills are promoted as they go outdoors to explore a wide range of environments and equipment and walk to and from school to collect older children.

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who attend

Children develop an understanding of the natural world around them as they regularly go for walks and outings to local parks and farms. They find out about the local community as they walk to and from school and attend local groups. Activities at groups, such as a visit from a person with a guide dog, helps children begin to understand the wider world. However, this is not sufficiently supported by resources at home to help children become familiar with similarities and differences of the diverse society in which we live.

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

The childminder is enthusiastic and enjoys her childminding role. All children and families are welcome in her home and she quickly builds good relationships with them. She works closely with parents, requesting initial information and using ongoing observations and discussions to identify and plan for children's future needs. Children feel safe and secure in the childminder's home. They enjoy time spent with the childminder, who sits on the floor with them and plays with them at their level. Children are relaxed and play well together in the calm and positive atmosphere the childminder promotes. Children are happy and occupied as they play with a very good range of toys and resources indoors and a range of equipment that promotes their physical skills outdoors. Children behave well, follow simple house rules and are eager to help. For example, they help tidy toys away as the childminder explains that leaving them on the floor may mean somebody will tread on

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

Independence is encouraged as children are eager to play with toys and self-select from a range of equipment. They move around confidently in the safe and secure environment. Children begin to learn about healthy lifestyles as they follow the good role model the childminder provides, such as wiping down surfaces and washing hands before handling food. Children learn about healthy eating as they eat an appropriate diet, mainly provided by their parents, and discuss healthy choices. The childminder takes note of children's individual needs with babies and young children, following their own routines. Older children are provided with opportunities to rest and relax when the need arises. They begin to learn about their bodies as the childminder regularly offers drinks to very young children, and older children may access drinks when they choose. Meal times are a social occasion that helps promote good future eating habits.

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

Children go out each day to play in the fresh air and enjoy outdoor play. The childminder promotes a healthy lifestyle as they walk to and from school and begin to recognise that not every journey has to be in a car. Children's physical skills and confidence develop as they play on a range of small and large equipment in the garden and at local parks. The good childcare skills and the positive interaction from the childminder help build children's self esteem, helping them to feel valued and confident to take new challenges to move their learning forward.

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provision

The childminder keeps children safe as she makes sure her home is secure. She completes risk assessments and has ongoing checks on her home, garden and on outings. Her written safeguarding policy is shared with parents and she attends training to update her knowledge. Children's welfare is a priority and the childminder is confident about procedures to follow if she has any concerns about a child in her care. Parents have clear expectations of the childminders' practice, as they have information about all policies and procedures. Children's documentation is professionally maintained and stored securely and confidentially.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage and associated guidance. She has good childcare skills and clearly understands how children learn. The childminder works alongside parents and has worked hard to build good relationships. This helps to make children's transition from home into her care, and their ongoing education, an enjoyable experience. She requests comprehensive and useful information from parents initially. Consequently she had a good knowledge of children's abilities, interests and preferences right from the start. Children receive consistent care as the childminder shares ongoing information in writing and through daily discussions. This shared learning is extended to other early years practitioners who have contact with the children. For example, staff at the pre-school they attend. This helps provide continuity and a sense of connection for the children.

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provision

The childminder evaluates her provision. She is committed to her role in caring for children and is keen to develop her skills. For example, she actively seeks training information and attends courses with the local authority to improve areas she has identified for development. She involves parents in the evaluation process through her questionnaires. Parents provide positive comments, such as, 'children enjoy their time with the highly experienced, kind and caring childminder'. Other statements mention the good communication links and the positive progress they can see their children are making.

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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 110338 Local authority West Berkshire (Newbury) Inspection number 813386 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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