Childminder in Buckinghamshire

Inspection date

Previous inspection date 07/03/2013 Not Applicable

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early years provision

This inspection: 3 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 3

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This provision is satisfactory

 Children are happy in the care of the childminder and demonstrate their security and contentment.  The childminder encourages children to play actively, and provides them with regular opportunities to be outdoors. Consequently, this promotes their health and physical development.  Children have regular opportunities to socialise with others and this helps them learn to build friendships.  The childminder has started to reflect on her practice and has arranged further training to support the care she provides and the outcomes for children.

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It is not yet good because

 The childminder is not consistently using her observations to plan for children's emerging interests or reflect on their achievements to support their next steps in all areas of learning and in particular to promote their language and communication.  The childminder has not developed the systems for working with parents so she can share children's progress effectively.  Children are not proactively offered choices in their play to develop their exploration further.  The childminder reads to children; however, she is not yet confident to use familiar books, which interest the children or develop their listening skills through repetition and rhyming stories.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 children interacting with the childminder and in their play.

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Inspection activities

 The inspector sampled the childminder's documentation and children's development records.  The inspector engaged in discussions with the childminder and children.  The inspector took account of the childminder's submitted self-evaluation form.  The inspector took account of a questionnaire completed by a parent.

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Information about the setting

The childminder registered in 2012. She lives with her partner and their two children, in Loudwater in High Wycombe, Buckinghamshire. The whole of the childminder's home is available for minding, but children normally play downstairs. Bathroom and sleeping facilities are on the first floor. There is a back garden available for outdoor play. The family has a dog and two cats, and both goldfish and tropical fish. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. There is currently one child in the early years age range on roll.

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must:

 use the observations on children to understand their individual level of achievement, emerging interests and plan learning experiences for each child reflecting those observations and covering all areas of learning, with particular reference to their communication and language

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must:

 develop the systems for working in partnership with parents to keep them up-to- date with their child's progress and development and help them to share their children's learning at home.

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

 offer children choices so that they can express their preferences about their activities, play and explore with curiosity

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

 encourage children's interest in books to promote their listening and communication skills further by reading familiar stories that interest them, and by using rhyme and repetition or props.

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who attend

The childminder has an appropriate understanding of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. She provides children with a range of toys and resources, which sufficiently support their development across all areas of learning. However, she does not actively promote children to make choices so that they can develop their interests and explore with curiosity. Consequently, she is unable to effectively plan for their emerging interests. Likewise, as they play she is not confident to extend conversations with the children about their preferences and play and as a result does not extend their language effectively.

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who attend

The childminder demonstrates that she has an acceptable understanding of children's needs and starting points. She has discussions with parents and uses children's settling in periods to get to know their abilities. The childminder is aware of how children are progressing in most areas of learning and demonstrates they are making fair progress in most aspects. The childminder links her observations to planned next steps. However, she is not reflective in her evaluations of their achievements in order to provide a more focussed account of children's progress, particularly in their emerging speech and understanding of language. There are no formal arrangements in place to discuss children's achievements with parents or to support parents in extending children's learning at home to promote consistency in children's development.

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who attend

Children enjoy activities such as play dough and demonstrate their physical skills in rolling, cutting and pressing out shapes. As a child makes a figure, he tells the childminder it is 'daddy's friend'. Children settle down eagerly as the childminder suggests reading a story. However, she misses vital opportunities during story times to ask children to choose their favourites, use familiar stories, or books with rhyme or repetition to develop children's recall, enhance their understanding and speech further and promote their interest in books. Nevertheless, children are happy in the childminder's care and demonstrate they are willing to learn and take part in their activities. Therefore, they are developing their readiness for their next stage of learning.

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

The childminder offers children a welcoming environment and they feel happy in her care. Children benefit from regular opportunities for outside learning and play. For example in the garden, local walks and parks. They consequently receive lots of fresh air and exercise, which promotes their health and well-being. The childminder supports children's awareness of their self-care routines. They learn about the importance of washing fruit prior to eating it. Children are confident to demonstrate their growing independence in toileting and washing their hands after for example. They use personal towels to dry their hands, which therefore minimises the threat of cross contamination.

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

Children have opportunities to mix and socialise together with other children and therefore, they are able to grow in their understanding of building relationships. Consequently, their personal, social and emotional skills are developing securely in line with their expected levels. Children behave well and have a warm relationship with the childminder. The childminder understands children's routines and follows these appropriately. Children are therefore able to take rest periods if they need to. Children enjoy healthy snacks and meals provided by their parents. They sit down at child- sized tables and chairs and engage with the childminder as they eat. The childminder embeds children's safety within her practice, for example by supervising them as they walk upstairs. Children happily hold her hand as they go up and down the steps. Children engage with some role-play activities. For example, when playing with a doll and pram a

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

child explains about 'strapping her in' as he fiddles with the harness to secure the doll and at the same time demonstrates his understanding of safety. Overall, children are developing securely in their physical and social well-being.

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provision

The childminder has an appropriate understanding of the welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She acknowledges her responsibilities to safeguard the children she cares for and understands the procedures to take should she have a concern about a child in her care. The childminder shares her policies with parents so they understand the procedures that promote their children's health and well-being. She uses her risk assessments for the home and outings to promote children's safety further.

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provision

The childminder delivers activities, which satisfactorily take into account children's ages and starting points. She has started to complete observations on the children, which she annotates with photographs and links to areas of learning. However, she is less confident to extend her observations on the children to plan for their emerging interests. As a result, she cannot effectively understand their progress or capabilities and children are not fully stimulated and engaged in their play. Overall, however, children are making sufficient progress in their learning.

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provision

There are sound relationships with parents who are happy with the care their children receive. The childminder has established a daily diary system to inform parents about welfare arrangements for their children. However, she has not established systems to keep parents up-to-date about their children's achievements through sharing their development records or regular verbal updates. The childminder has attended a course to advise her about the progress check for children aged between two- and three- years of age. This has enabled her to consider how she will liaise with parents when completing her report. The childminder does not have any children attending who have formal care arrangements with other agencies such as school or nursery. The childminder has taken steps to evaluate her practice. She is confident to acknowledge her strengths and targets for her future improvement that include further training to develop her understanding of

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provision

childcare and the outcomes for children.

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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 action. 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 EY451681 Local authority Buckinghamshire Inspection number 884132 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 1

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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