Childminder in West Berkshire

Inspection date

Previous inspection date 06/02/2013 18/04/2012

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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 are helped to feel safe and secure because the childminder carried out a comprehensive risk assessment and refurbishment when she moved house.  The environment is warm and welcoming. Children are happy and settled and get on well with the childminder and their peers.  Children's communication and language skills develop well because the childminder encourages stimulating conversations and extends children's thinking.  The childminder knows and understands children's interests and provides resources and activities which children enjoy.

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It is not yet outstanding because

 The childminder is not fully aware of children's skills, abilities and progress towards the early learning goals, for instance how high they can count

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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 childminder took the inspector on a tour of the childminding premises and talked through how she has made areas safe for children.

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Inspection activities

 The inspector looked at documentation, including self-evaluation, risk assessments and regulatory documentation.  The inspector looked at the written observations and assessments of children.  The inspector observed children's activities and resources.  The inspector observed the interaction between the childminder and children.  The inspector held discussions with the childminder.

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Information about the setting

The childminder was registered in 2005. She lives with her husband and two school-age children in Midgham. The whole house is used for childminding, with toilet facilities on the first floor.

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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 minding one child in the early years age group and two children aged over eight years. All children attend on a part-time basis.

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Information about the setting

The family have a pet dog, chickens and doves.

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

 obtain an accurate understanding of children's skills, abilities and progress and monitor educational programmes so that children receive a broad range of experiences which support their progress towards the early learning goals, including with regard to mathematical language and counting

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who attend

The childminder provides a warm and welcoming environment for children and takes careful consideration of any special needs they might have.

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who attend

Children are happy and occupied with the range of resources available to them. When they arrive after school they especially enjoy constructing a railway track and watching television. They also enjoy organised activities such as making pirate pictures with stickers, tissue paper and drawing materials. Children behave well and learn social skills during activities. They cheerfully share resources and show interest in each other's creations. The childminder regularly gives them praise and children are clearly proud of their achievements.

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who attend

Children's communication and language skills are encouraged because children enjoy animated discussions with each other and the childminder during activities. She extends their thinking and knowledge by building on topics of discussion. For instance, when children discuss they are making a purple blood colour she discusses why people might need blood. Although the childminder is not always aware of the stages of development of children when they start with her, she uses her time with children to find out about their abilities. For instance, when talking to children she finds out they may need support with counting to help them to progress towards the early learning goals.

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who attend

During weekdays there is limited time for children to enjoy physical exercise. However, at weekends and during holidays children benefit from fresh air and physical play when they visit parks and fields. They learn that when they throw sticks into a stream they move at different speeds according to their size.

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

Children are happy and settled and have a good relationship with the childminder and their peers. They are familiar with the premises and able to access toilet facilities and toys independently. They chat and negotiate cheerfully with each other during adult-led and child-led activities. They are well-behaved and share tissue paper and other resources co- operatively during an adult-led arts and crafts activity. They find the train set and construct a working railway line using their own initiative.

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

The childminder makes sure she is aware of children’s dietary and health needs before they start with her. She involves children in discussions and choices about healthy food, such as fruit. Children are familiar with hygiene routines, such as washing their own hands before snack and meal-times and after handling the baby chicks. The childminder encourages children to learn independence skills, such as putting their shoes on correctly.

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

The childminder prioritises the safety of children and carried out a full risk assessment of the environment following a house move. Major refurbishment was completed before the childminder resumed caring for children. The childminder does not plan to use the garden for childminding until it is completely safe. In the meantime, children are taken to the park and fields during holidays and weekends so they can enjoy energetic activities and explore the environment.

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

Children are protected in the event of a fire through the installation of smoke alarms and a fire blanket. The childminder has an emergency evacuation procedure in place and fire drills are planned to increase children's understanding of how to keep themselves safe.

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

Children are supported in their transition to school because the childminder visits the school and provides information about children's abilities and stages of development, such as how far they can count and what words they can say.

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provision

The childminder has carried out a comprehensive evaluation of her childcare practice since her last inspection and has worked effectively to address weaknesses previously identified. She is now familiar with the safeguarding and welfare requirements of the Early Years Foundation Stage and has drawn up an action plan identifying areas where she feels she could improve her practice further. For example, she intends to review some of her policies and put them in writing, such as her policies on valuing and respecting others and promoting and valuing diversity.

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provision

The childminder works in close partnership with parents. She asks them for feedback on her childcare practice so that she can best meet the needs of children and parents. She regularly speaks to parents about their children and gets feedback about how older children are progressing at school. Parents share knowledge about their children’s care needs when they first start, such as health and dietary requirements. She promotes children's good health because she discusses their dietary requirements with them and encourages them to eat nutritious food.

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provision

She has obtained documentation to update her knowledge of the learning and development requirements but is not yet completely familiar with them and has not put them fully into practice. She does not always have a clear knowledge of older children's skills and abilities when she first starts caring for them or how they are progressing towards the early learning goals. For instance she does not always know how high they can count. Once children have settled in her care, she carries out regular observations and assessments.

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provision

Children currently only attend during out of school hours and explain they like time to relax after school. There is therefore limited time to provide support for children in the early years age group. However, the childminder knows children's interests and provides activities which she adapts to suit the needs of the different ages of children she cares for. She supports children in their knowledge and understanding of different cultures and countries. For example, children are currently learning about Egypt at school. She stimulates discussion and dialogue about the pyramids and Egyptian people and uses skilful questioning to extend children's thinking.

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provision

The childminder takes steps to update her professional knowledge and has recently attended courses in mathematical development and safeguarding. Children are therefore protected in the event of a safeguarding concern because of her knowledge of current child protection procedures.

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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 EY318381 Local authority West Berkshire (Newbury) Inspection number 904923 Type of provision Childminder Registration category Childminder Age range of children 1 - 2 Total number of places 3 Number of children on roll 3

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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

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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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