Childminder in Wokingham

Inspection date

Previous inspection date 21/03/2013 11/05/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are settled, play well and develop in confidence as they have warm caring relationships with the childminder.  The childminder has good relationships with parents and they are positive about the care she provides.  The childminder is keen to improve her knowledge and skills through training.  The childminder works well in partnerships with other professionals involved in children's care.

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It is not yet good because

 the childminder does not use her observations effectively to plan for children's progress equally in all areas of learning, or to implement the two-year progress check  children are not able to freely explore a wide range of books  children's mathematical development is not consistently encouraged in planned purposeful ways.  children do not consistently wash their hands before they eat.

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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 and talked to children during the inspection.

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Inspection activities

 The inspector observed the childminder's practice and talked to her throughout the inspection.

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Inspection activities

 The inspector reviewed documents presented by childminder and briefly sampled policies and children's development records.

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Inspection activities

 The inspector considered parents' views through written comments provided for the inspection.  The inspector viewed areas of the home used for childminding.

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Information about the setting

The childminder registered in 2010. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her partner and primary school age son in Lower Earley, Reading in Berkshire. All of the childminder's home is used for minding children play on the ground floor. They go upstairs to use the bathroom and to sleep. There is a fully enclosed garden for outdoor play. The family have a cat. The childminder is currently caring for six children in the early years age group. She also cares for four older children as she takes and collects children from local schools.

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must:

 improve the use of observation and assessment to understand children's level of achievement and interests; use these to plan learning experiences for each child across all areas of learning and in order to complete the progress check for children aged two years.

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must:

 improve the educational programme for mathematics by displaying numbers and encouraging children to use numbers and counting in purposeful ways

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

 increase children's interest in books by improving the presentation and children's access to books, both fiction and factual

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

 develop well-embedded hand washing routines so children learn good personal heath care skills.

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who attend

Children are comfortable in the childminder's care and they enjoy playing with the toys provided. They develop caring relationships with the childminder. They develop friendships and play well with the other children in her care. Children make steady progress as the childminder provides a variety of toys, activities and outings that support their learning overall. The childminder has satisfactory systems for monitoring and assessing children's progression. She shares information with parents on a daily basis to update them with children's achievements and care received. The childminder records her observations of children's achievement and uses these to plan for their progress. However, the childminder is not fully confident about this. Her observations are not systematic to include all areas of learning equally, such as mathematics. The childminder seeks support from the early years team. She is not fully confident in implementing the progress check

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who attend

for children aged two years. This means the childminder does not plan effectively for children's progress across all learning areas.

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who attend

Children enjoy role play with small play people, animals and vehicles. They use their imaginations as they develop make believe scenarios with the figures. They like to line up the play figures and the childminder asks them to find the item she names. However, she does not make the most of opportunities to develop counting and mathematical skills during play. The childminder constantly talks to the children to develop their language skills as they play and during daily care routines. She uses information provided by other professionals involved in children's care to further develop children's communication and language. The childminder has a suitable range of toys, which she stores in a variety of places and boxes in her home. However, books are kept in a lidded box in the sitting room. They are not attractively displayed and many are torn, which does not encourage children to use them.

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who attend

Children learn about their local community and the world around them as the childminder takes them out each day. They use the garden and visit the park to develop their physical skills and they visit a children's soft play centre. They attend children's groups daily that develop their social skills as they learn to interact with a variety of children and adults. They visit a local farm to learn about animals and explore nature. Children are happy and enjoy learning and, overall, they benefit from the childminder's involvement in their play. The childminder encourages their independence and she helps children learn to put their coats and shoes as they develop skills for their next stages in learning.

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

Children develop close relationships with the childminder, and feel safe and secure in her home. They happily play and talk to the childminder, who is caring and friendly. The childminder develops positive relationships with parents overall, so she has a sound awareness of children's individual needs. The childminder provides suitable settling in procedures so children become confident in her care. She agrees health and dietary requirements with parents. The childminder has a sound understanding of healthy lifestyles. She provides a selection of tomatoes, grapes, apples and cheese balls to supplement other foods. This helps ensure children have a balanced diet that includes healthy options. The childminder develops children's physical skills as they go for walks and enjoy using the garden. They further develop their confidence and skills using the larger equipment in parks, toddler groups and soft play activity centres. The childminder's

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

home is clean, well maintained and suitable for children. She follows good hygiene routines when changing nappies and preparing food. She wipes surfaces before she makes lunch and she washes her hands. However, children's personal care routines are not consistent, as they do not always wash their hand before they eat. This increases the risk of cross infection.

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

Children stay safe and secure in the childminder's care. She has effective safety measures and organises her home well so children move around safely and freely. The childminder helps children learn about safe behaviour during outings and daily routines. For example, children practise fire evacuation and learn about road safety. The childminder develops secure systems so children learn to get in and out of her car safely. Children behave well as the childminder is caring and provides good support. They receive praise and encouragement to reinforce behaviour and learn to share toys. The childminder identifies her training needs as she feels she needs more information on how to support older children's behaviour. Children happily explore the toys the childminder gets out. They develop a sense of responsibility as they help to tidy up the toys to get ready for lunch. Children attend local children's groups daily where they learn to socialise with a larger

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

group of children in different environments. These measures help prepare them to move onto their next stages in learning.

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provision

The childminder has a sound knowledge and understanding of the early years safeguarding and welfare requirements. She has updated her safeguarding training and knows who to contact if she is worried. She has a secure knowledge of indicators that may cause concern about a child's welfare. The childminder shares all her policies and procedures with parents so they are aware of her role and responsibility. The childminder completes risk assessments and identifies areas of her home that require attention. She takes positive steps to minimise hazards. For example, she has a safety gate to the stairs and kitchen, and keeps the front door locked. This helps her to keep children safe. The childminder has a secure awareness of the records she needs to keep to ensure children's welfare needs are met. She updates her first aid training so she can respond appropriately in the event of an accident. She shares accidents and medication records with parents.

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provision

The childminder has started the process of evaluating her practices and she has takes positive steps to make changes. For example, she has arranged for the childminding development worker to help, as she is not fully confident in how to implement the progress check for children aged two years. She is improving the play environment through the addition of a conservatory playroom. The childminder has a sound awareness of the learning requirements and has systems to record her observations and monitor children's progress. However, these are not fully successful in making sure all areas of learning are equally covered.

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provision

The inspection was brought forward following a concern about information not being shared with all parents, which was investigated by Ofsted. They issued a notice to improve. The childminder complied by developing systems to be aware of children's family backgrounds and share information with all parents. This helps her have an overall picture of the children and plan better for their learning and care. The childminder develops positive relationships with parents and carers. She shares information about her policies, daily routines and her training certificates. She shares information about children's welfare and learning on a daily basis or weekly basis through discussion or emails to keep all parents involved. Most parents are happy and provide positive comments about the care their children receive. They comment on the childminders care and support for the children and her flexibility and reliability. The childminder talks to staff as she collects

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provision

children from other setting as she has a sound understanding of the need to work in partnership to support their learning. Overall, children make steady progress in their learning because the childminder provides a caring supportive environment.

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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 EY418373 Local authority Wokingham Inspection number 907662 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 10

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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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