Childminder in Buckinghamshire

Inspection date

Previous inspection date 19/02/2013 Not Applicable

p.1

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

p.1

This provision is good

 Children develop a positive sense of belonging at the childminder's home.  Children benefit from a broad range of activities, play experiences and outings that promote their learning and development effectively.  The childminder provides positive interaction and support to children to promote their progress strongly.  Parents receive effective information about their children and the childminder's service.

p.1

It is not yet outstanding because

 Some resources are stored in boxes above child height. Currently there is no system in place to promote children's awareness fully of other toys available.  The childminder has not fully considered how to link with other settings children attend, where she has no direct contact.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector viewed the areas of the home used for childminding.

p.2

Inspection activities

 The inspector sampled the childminder's paperwork, including children's progress records.  The inspector observed the childminder and children during play and activities.

p.2

Inspection activities

 The inspector asked the childminder questions about her practice and understanding of the Early Years Foundation Stage.  The inspector viewed the childminder's feedback forms completed by parents.

p.2

Information about the setting

The childminder registered in 2012. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently three children on roll in the early years age group.

p.2

Information about the setting

The childminder lives with her family, including her two young children. The family live in Aston Clinton, near Aylesbury, Buckinghamshire. The downstairs is mainly used for childminding with access to the first floor for sleeping facilities. There is an enclosed garden for outdoor play. The family has a chickens that are kept in the garden in their own enclosed area.

p.2

Information about the setting

Local facilities are within walking distance, such as, parks, schools and shops. The childminder is able to take and collect children from local schools and pre-schools.

p.3

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

 promote children's further independent choices and awareness of additional resources available, for example, by adding a word and picture labels to the storage boxes

p.3

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

 investigate ways to link with other settings children attend, where there is no direct contact with them, to complement children's learning experiences further.

p.3

who attend

Good processes support children's smooth transitions to the childminder's care. The childminder provides effective settling-in visits. These enable children to gradually build up the time they spend with the childminder without their parents being present. This means children develop their confidence and have time to get to know the childminder and her home well. These visits enable the childminder to gain effective information about children's starting points. She discusses children's individual needs with parents and observes children. This enables her to actively consider how to meet children's individual needs.

p.3

who attend

Children make good progress in their learning and development as they engage well in activities. The childminder plans effectively for children's progress. She identifies their achievements through ongoing observations. The childminder closely monitors children's progress towards the early learning goals. She accurately identifies children's next steps in learning through the observations she undertakes. The childminder strongly considers children's individual interests when identifying their next steps of learning. For example, she notes a child's interest in construction and uses this to promote counting and colour recognition during play. As a result, the childminder promotes children's effective participation during activities by linking activities to their interests. This supports children strongly in being ready for their next stage of learning. The childminder regularly exchanges information about children's achievements and progress with parents. Parents

p.3

who attend

have access to effective information through children's progress records and their daily diaries. This positively promotes parents involvement in their children's learning.

p.4

who attend

Children benefit from a broad range of activities, play experiences and outings. These effectively incorporate all seven areas of learning in child initiated and adult-led activities. The childminder provides effective interaction to support children's progress. As babies play with the model animals, she encourages them to say the names of the animal or the animal noise. This helps children make links to objects and words effectively. The childminder repeats words clearly to babies. This promotes their good language skills. Children show a strong interest in exploring and investigating the toys and resources, such as how to work electronic toys. Effective use of books promotes children's language and early reading skills well. Children demonstrate a strong interest in books and enjoy exploring these with and without the childminder. Different types of books encourage children's positive interest, such as 'lift the flap' type books for babies and toddlers. The

p.4

who attend

childminder asks open questions while reading books with the children and relates the pictures to children's own experiences.

p.4

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

Children form positive relationships with the childminder. Babies initiate cuddles and interaction with the childminder, demonstrating they feel safe and secure. Children develop a good sense of belonging. The childminder displays the children's photographs and talks to the children positively about each other. This promotes good relationships between the children. Children benefit from a welcoming and inviting environment. The toys and resources are mostly easily accessible to children at a low-level. This enables children to make independent choices. Some storage is above child height, which means children are not always able to easily identify the other toys and resources available.

p.4

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

The childminder supports positive behaviour through warm praise and encouragement. She consistently promotes sharing and turn taking between the children. This supports children's good understanding of the behaviour expectations. Children develop a good understanding of keeping themselves safe as the childminder provides boundaries and reminders. The childminder and children practise road safety procedures while on outings. The childminder encourages children to observe and take note of when it is safe to cross. This supports children in developing good road safety awareness.

p.4

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

Children benefit from daily fresh air. They enjoy playing in the garden and on outings, such as visits to farm parks. Children learn about good hygiene practice at the farm, such as washing their hands and using hand-sanitising gel. This promotes their good health and well-being. Children are able to practise and develop their physical skills effectively. For example, children use large-scale play equipment in the garden and enjoy visits to soft play venues. The childminder encourages babies to develop good physical skills that promote their independence. She encourages babies to follow her to the kitchen for a drink rather than carrying them. Babies develop good self-feeding skills, for example, they learn to use appropriate cutlery at meal times. This enables babies to develop effective skills to feed themselves independently.

p.4

provision

The childminder demonstrates a strong understanding of her responsibilities to meet the Early Years Foundation Stage requirements. She implements policies and procedures which reflect the requirements, such as undertaking risk assessments to promote children's safety in her care. The childminder demonstrates a good understanding of her responsibilities to promote the safeguarding of children's welfare. She demonstrates she has a strong understanding of the procedures to follow in the event of concerns arising about children's wellbeing.

p.5

provision

The childminder gains some information from parents about other settings children attend, where she does not have any direct contact. She takes some suitable steps to understand what children are doing at their main setting. For example, she talks with children about their time there. The childminder has not fully considered additional steps to link with other settings children attend to complement learning experiences further. The childminder forms strong partnerships with parents. She communicates effectively with them and provides a broad range of information for them. Parents receive copies of the childminders written policies and daily feedback about their children's day, verbally and in writing. This ensures parents have good access to information about the childminder's service and their children's time with her.

p.5

provision

The childminder has effective self-evaluation processes, which includes gaining parents and children's feedback. She identifies her strengths and areas to develop and improve her practice and service. The childminder demonstrates a strong interest in undertaking further training. She takes good steps to develop her understanding of good practice, for example, she regularly attends childminding forum meetings.

p.5

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

p.5

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.

p.6

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.

p.6

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.

p.6

Setting details

Unique reference number EY451016 Local authority Buckinghamshire Inspection number 881124 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 3

p.6

Name of provider

Date of previous inspection Not applicable

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.7

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,

p.7

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’.

p.8

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.8