Childminder in Wokingham

Inspection date

Previous inspection date 07/05/2013 18/06/2009

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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

 Children are happy and relaxed within the childminder's home because of the good relationships established between them.  The childminder provides and supports a wide range of activities for the children. These in turn promote children's learning and development well.  The childminder provides a secure environment to enable children to feel safe, as a result they can explore and investigate in their environment.  Children's individual needs are well met because the childminder establishes good two- way communication with parents through discussion.

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It is not yet outstanding because

 The childminder does not fully develop children's mathematical skills, in relation to shapes and measuring.  The childminder does not always plan events and celebrate festivals that reflect diversity, to fully promote children's awareness of the differences between people in society.

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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 held discussions with the childminder at appropriates stages throughout the inspection.

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Inspection activities

 The inspector observed children's activities and the childminder's interaction with them during the inspection.

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Inspection activities

 The inspector spoke and played with the children as appropriate during the inspection.  The inspector sampled relevant documentation relating to the childminder's practice.  The inspector gave feedback to the childminder at the end of the inspection.

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Information about the setting

The childminder has been registered since 2005. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder cares for three children in the early year's age group and three who at full time school on a part-time basis. The childminder lives with her husband and three school aged children in Woodley near Reading. The whole house is used for childminding. There is an enclosed garden for outdoor play. Local facilities are within walking and a short driving distance, such as, parks, schools and shops. The childminder is able to take and collect children from local schools and pre-schools.

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

 develop further children's understanding of the wider world by increasing the number of events and festivals celebrated that reflect diversity.

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

 extend children's mathematical development by using language about the names of shapes and numbers more frequently during play and planned activities.

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who attend

Children make good progress in relation to their developmental starting points. They are happy and at ease in the childminder's home and benefit from her caring approach. The childminder provides a good range of activities, which keep children interested and eager to learn. The childminder meets the children's individual needs well as she skilfully interacts and plays with the children, this promotes their learning. Children benefit from a warm and loving environment where the childminder supports their emotional wellbeing through cuddles, praise and encouragement. As a result, the children feel safe and are confident.

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who attend

The childminder's home is well organised and provides children with space and equipment to develop their physical skills. For example, they use ride on cars on the decking areas and push their prams throughout the home. Children are developing good communication skills and have their vocabulary very well supported and promoted. The childminder extends children's ability to concentrate by asking questions and supports their pronunciation of words by repeating these back to the children. For example, when they play with the plastic food, a child states that they found 'a fish inger', the childminder acknowledges and responds 'well done that is a fish finger.' Children benefit from a wide range of suitable toys, resources and activities. The childminder is on hand to promote learning and uses the available resources to support children's development and independence skills well. The childminder supports children's early understanding of

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who attend

number sequencing. However, she does not consistently build on children's use of mathematical language during their play, which impacts on children's understanding of shape and measure. Children have a good range of opportunities to make things and be creative. They enjoy exploring their senses, as they cook and bake with the childminder and develop their hand-eye co-ordination as they practice early writing with pens on the chalk and white board.

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who attend

Children enjoy playing with resources which support their understanding of the world around them, such as investigating and exploring with household objects in their role play. Children learn about the world and communities when exploring books and completing puzzles, they enjoy meeting people in the community when out on adventures. However they have fewer opportunities to develop their awareness of festivals, to fully extend their understanding of diversity around them. Children enjoy investigating, as they have fun exploring toys that make different sounds and actions when they press the buttons. These experiences help children to develop useful skills for their future learning and development.

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who attend

The childminder has established good systems of observation and assessment. She undertakes regular observations of the children and uses photographs to show their development. She confidently uses her knowledge of the Early Years Foundation Stage to show how children are achieving in their overall development. This is then used as a basis to plan activities and identify children next stage of learning to enhance their progress. The childminder communicates with parents consistently so that they are fully informed about their children's development. Children at the age of two have clear assessments in place. These are shared and reviewed with parents to promote continuity in care. The childminder is able to identify gaps in children's development and to plan to close these gaps.

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

Children have good relationships with the childminder and demonstrate a strong sense of security. They confidently seek comfort from her when tried and readily seek her involvement in the games they play. The childminder fully supports children to develop their understanding to take turns, share, and be kind to their friends. She acts as a calm, consistent role model who has effective behaviour management strategies in place. For example, she explains to children that they must take turns to cut the bread during role play, which helps them learn good manners and manage their own safety.

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

Children learn about safety as the childminder reminds them to sit down and not to stand on chairs, and to be careful when cooking and making tea in the play kitchen area. The childminder has clear evacuation procedures in place and practises drills with children, which has helped them become aware of the procedures to follow in an emergency.

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

Children health and well-being is very well supported by the childminder. She ensures that the children understand the importance of good hygiene practices and helps young children to wash their hands before eating, to minimise cross infection. Children enjoy sitting together socially at meal times and benefit from healthy snacks. Children bring healthy, nutritious packed lunches from home which the childminder stores appropriately. The childminder works closely with parents to make sure she has a clear understanding of their children's dietary and health needs. The home in which children play is clean and well-maintained, which helps to maintain children's good health.

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

The childminder meets the physical development needs of the children in her care. She offers free flow play into her garden and supports children's moving and handling skills as they adventure onto the climbing apparatus. Children enjoy walks within in the community, to play parks and to the local toddler groups. These all encourage them to enjoy exercise and have a positive attitude towards staying healthy and active.

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provision

The childminder has a good understanding of her responsibilities regarding safeguarding children. She has a secure understanding of what would give her cause for concern and the action she would take to promote children's welfare. The childminder regularly assesses the risks to children's safety inside the home and on outings, and takes appropriate action to minimise these. The childminder's documentation is well organised and all policies and procedures are shared with parents. As a result, parents are well informed about how the childminder protects their children.

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provision

The childminder has a good understanding of her role in promoting and delivering the learning and development requirements. She reflects upon her practice regularly and monitors her education provision accurately. This has enabled her to address all actions and recommendations from her last inspection. The childminder has an accurate understanding of her service and confidently identifies her strengths and areas for future improvements. She actively seeks further training to continue to develop her knowledge and skills. This means that she is able to continuously improve her practice, to the direct benefit of children in her care.

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provision

The childminder has detailed statutory documentation in place to maintain children's good health and support their well-being. She liaises with parents daily to ensure that they are fully informed of their child's day, whilst maintaining consistency of care. Parents are well informed about their children's development and children benefit from this strong continuity between the childminder and their home. The childminder is aware of the importance of working with others in order to meet the needs of each child and is able to seek advice and support from other professionals or agencies if she needs to.

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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 EY305997 Local authority Wokingham Inspection number 814925 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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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