Childminder in Wokingham

Inspection date

Previous inspection date 27/02/2013 12/05/2009

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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

 The childminder acts as a positive role model for the children to promote clear boundaries. This helps children to recognise and understand the rules of turn taking and sharing with other children.  Children enjoy a broad range of stimulating and fun activities which help them to develop and make good progress in their learning.  Children enjoy warm and genuine relationships with the childminder who is very caring, friendly and patient. As a result, children are happy, settled and secure.  The childminder builds effective partnerships with parents and others to meet each child's care, learning and development needs.

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It is not yet outstanding because

 Children's names are displayed around the playroom. However, the childminder has not yet created an environment rich in print where children can learn about words, e.g. using labelling and signs.

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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 and interaction between the childminder and children during play inside.

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Inspection activities

 The inspector used a range of documentary evidence including the observations made on children and the childminder's records as evidence.

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Inspection activities

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

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Inspection activities

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

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Information about the setting

The childminder registered in 2005. She lives with her husband and their three children in Woodley, Berkshire. The childminder uses the whole of her home for childminding. A fully enclosed rear garden is available for outside play. The childminder makes use of local facilities such as toddler groups, libraries and parks. The childminder can take children to, and collect them from, local schools.

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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 looking after three children hin the early years age range on a part-time basis.

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

 provide increased opportunities for children to learn about words and to see print used in a variety of ways in the environment, for example, by labelling resources.

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who attend

Children participate in a wide range of interesting, funactivities and experiences that enable them to learn as they play. As a result, children thoroughly enjoy their time with the childminder and are making good progress in their early learning. All the activities and experiences offered by the childminder help children to develop skills for the future to prepare them for the next stage in the learning. The childminder has very flexible daily plans in place, which take into account each child's abilities and interests. The childminder makes time to follow children's spontaneous interests. For example, recently a child saw a postman and started asking questions about their role. The childminder then implemented a range of activities linked to postmen. These included children writing letters, putting them in envelopes, buying stamps and posting the letters to the children's home addresses. This spontaneous activity helped children extend their learning in a variety of

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who attend

ways. For example, mark making and understanding the lives of others.

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who attend

Children participate with enthusiasm in a range of activities that support their learning, such as, experimenting with play dough. They have great fun making snakes and other items. The childminder effectively extends their learning by asking questions while they play. For example, she asksthem about the colour, shape and size of the snakes. She helps children to begin to understand about feelings as she talks about what makes a snake happy or sad. Children's physical skills are also promoted in this activity as they use a variety of tools, such as, rolling pins and cutters. Children are developing their early communication and language skills well. For example, the childminder continually talks to them and uses puppets when telling stories. The childminder helps children to begin to recognise their name as she displays their names around the playroom. However, the environment is not yet rich in labels and signsto fully encouragechildren's learning and

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who attend

curiosity about words. Children are beginning to develop their mathematical skills in a fun and interesting way. For example, they readily count the number of lamp posts they pass on their walks.

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who attend

Children have many fun and unusual opportunities to investigate and explore. For example, building snowmen inside the playroom and watching what happens to the snow when it becomes warm and melts. They also enjoy playing with a range of natural items such as, pasta and rice. Children learn about the local environment and community in a variety of ways. For example, they go on visits to a local country park. These visits enable children to begin to explore nature in a variety of ways including looking at the animals.Children regularly meet up with other children to enable them to develop their social skills and become aware of the local community. Children are developing a good understanding of the world around them through small world toys and books that reflect positive images of different cultural backgrounds and disability.

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who attend

The childminder has a good understanding of each child's individual needs and starting points in their learning through her close communication with parents before their child starts. Sheuses the observations she makes effectively to identify where a child is in their learning and to plan for their next steps. Each child has a learning journal. The journal includes the observations made, examples of children's work and photographs. The childminder shares the learning journal with the parents so they can support their child's learning at home. The childminder has strong partnerships with other settings the children attend. She talks to the pre-school staff, sharing information on how the child has spent their time, and is aware of the plans they have in place. This helps her to provide consistency in children's care and learning. The childminder has an effective understanding of the purpose of the progress check at age two and has obtained

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who attend

information to help her complete the check when required. The childminder helps children to be ready for their move to school in a sensitive way. For example, she reads relevant books with the children and shows children areas of the school when she picks other children up. This ensures the transition to school is a positive experience for the children.

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

The childminderprovides a homely family environment and she has a warm, nurturing and caring manner. As a consequence, children feel safe and strong attachments clearly exist between them and her. Children readily approach her and demonstrate how happy they are to be in her care. The childminder is a good role model as she constantly praises children for their efforts and achievements. As a result children are very confident and have high levels of self-esteem. The childminder organises her home well to meet the needs of the children. The playroom is very child orientated and welcoming. She ensures there is free floor space so they can use a range of resources and move around freely. Children are able to make independent choices about the resources they use and explore, as they are stored at their level and readily accessible to them. Children develop a sense of belonging as their art work is attractively displayed in the playroom.

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

The childminder places a high priority on keeping children safe. She has a comprehensive range of risk assessments in place and she completes daily safety checks. Children learn about their own safety by gentle reminders from the childminder while they play. For example, reminding them not to throw the pasta as it may go in their eyes. Children are aware of road safety procedures as they practise them on their walks to school and when on outings. The childminder promotes children's good health through the well-balanced meals and snacks that sheand the parents provide. Daily walks, playing in the garden and visits to local parks enable children to be in the fresh air. These visits also enable children to use a range of large outdoor equipment to help them experience, challenge and develop their physical skills. Children show an awareness of hygiene routines. They are aware to wash their hands after playing in the garden and they use hand gel when on

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

outings. This helps children to be aware of different ways to follow good hygiene routines.

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

Children are encouraged to be independent and they readily choose the toys and resources they wish to use from the well-resourced playroom. Children are beginning to be aware of the boundaries in place. The childminderhas a consistent approach to behaviour management and explains to children how their behaviour can affect others. The childminder gently reminds the children to take turns and share when required. Children are developing caring relationships with each other. For example, they readily greet other children who arrive later in the morning and include them in their play.

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provision

The childminder successfully implements the safeguarding and welfare requirements.She has recently completed safeguarding training to update and refresh her knowledge and understanding of child protection issues. As a result, she is very aware of the procedures to follow should she have concerns about a child in her care. The childminder shares her policies and procedures with parents. This ensures they are fully aware of her responsibilities as a childminder and the service she provides.She maintains all the records and policies required to meet the requirements, including accident, medication and attendance records.

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provision

The childminderpromotes equal opportunities well and strives to provide an inclusive environment where each child is valued respected and included. The childminder is confident in her knowledge of the learning and development requirements. She has recently implemented a new observation and assessment system to help her monitor and observe children's progress. She effectively uses the information gained to plan flexible, relevant and stimulating activities.

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provision

The childminderdevelops secure, trusting and supportive relationships with parents. Information is shared daily in a variety of ways to meet the specific needs of the children. Parents make many positive comments to the inspector and in their reference letters. These include how the childminder has their child's best interests at heart, how happy their children are in her care and how safe children are in her care. Children make many positive comments about the childminder. These include how much they like her food, playing with her children and that she is a lovely person.

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provision

The childminder effectively monitors and reflects on her practice which helps her to identify her strengths and areas for further development. She has made good progress since her last inspection and has addressed all the recommendations made. She is committed to on-going development and updates her knowledge in a variety of ways including attending training and meeting up with other childcare professionals to share ideas and knowledge.

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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 EY300060 Local authority Wokingham Inspection number 845707 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 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

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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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