Childminder in Milton Keynes

Inspection date

Previous inspection date 15/05/2013 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder is kind and gentle in her interactions with the children and this promotes their confidence and trust in her.  The children are promoting their physical development well, because the childminder provides them with a wide range of activities to promote all aspects of this area of learning.  The childminder has a range of quality resources to support children's learning across all areas.

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It is not yet good because

 The childminder does not provide good quality learning experiences to fully develop children's confidence to speak clearly and to communicate confidently with others.  The childminder does not always identify meaningful learning intentions when she plans activities. This reduces the opportunities for her to help children to make good connections across several areas of learning.  The childminder does not make good use of self-evaluation to drive improvement in all areas of her provision.

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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's activities indoors and outside.

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Inspection activities

 The childminder reviewed children's observation records and held discussions with the childminder regarding her activity plans and evaluation.  The inspector reviewed suitability and qualification information with the childminder.

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Inspection activities

 The inspector sampled documentation, including children's record forms and attendance records and took note of information that parents provide.

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Information about the setting

The childminder registered in 2012. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The family lives in Springfield in Milton Keynes in Buckinghamshire. The ground floor and one bedroom on the first floor of the house are available for childminding. There is an enclosed garden for outdoor play. Currently, there are four children on roll and three of them are in early years age group. The childminder walks to take and collect children from local schools.

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must:

 develop the educational programme for communication and language to increase children's ability to speak confidently and build their vocabulary.

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

 plan activities with clear and meaningful learning intentions to improve opportunities for children to make connections across several areas of learning

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who attend

Children make satisfactory progress in all areas of learning and development. Children are developing their physical skills well. For example, the childminder provides enough clear space for the youngest children to increase their mobility safely. They roll, crawl and shuffle to use the interesting resources that she makes available to them. Older children use resources such as threading indoors to develop fine muscle movements and hand-eye coordination. The children enjoy using the range of larger outdoor equipment, to promote their large movements and build different groups of muscles. The childminder reminds the children to think about their actions and the possible consequences, such as, by riding their bicycles and scooters too closely to others. In practical ways such as these children learn to begin to understand about personal safety.

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who attend

The youngest children show that the childminder is supporting them well to build on their communication skills. They respond to her positively with wide smiles, eye contact and babbling. The childminder engages with warm words and this encourages these children to do more. The children know that they are the centre of attention and this promotes their confidence and self-esteem. The childminder does not always plan as well for older children's enjoyment of written and spoken language. Nevertheless they communicate appropriately with the childminder even though they are not confident to speak to others to give or gain information. This means that children are not getting all the support they need to develop good early communication skills in readiness for school.

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who attend

The children express themselves using an interesting range of musical. Children experience technology as they use programmable toys and develop an understanding of the world. Many of these also promote number recognition and encourage children to count. Children learn to turn these resources on and off and learn to take some control of their learning.

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who attend

The childminder knows the developmental stages of the children and she plans appropriate activities to cover most areas. For example, she places resources just out the reach of the children who are crawling to encourage them to pull themselves to a standing position.

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who attend

The childminder does not always identify clear learning intentions to guide children and support them to make connections across different areas of learning. For example, she makes writing tools readily available for older children, in keeping with her activity plan. However, the early writing activity does not always provide the children with challenge and they lose interest. As a result, there are fewer opportunities for children to consolidate and extend learning to achieve good or better outcomes across all areas.

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

Children are comfortable in the childminder's care and she gains appropriate information from parents to help her to meet children's personal and individual needs. The childminder gains some useful information about children's starting points for learning. She finds out about young children's routines, likes and dislikes. She uses this information effectively to welcome children and ease their separation from their parents. The childminder is building on what children know. She has started to develop achievement records for children and invites parents to help her plan the next steps for children. The childminder uses photographs to record children's successes and to show parents how children learn in the early years. Additionally, she puts many photographs of the children on display, which brightens the learning environment and helps children to feel that they belong. The childminder is careful to follow parents' guidance about their children. This enables her to

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

meet children's dietary requirements and their cultural and personal needs well. This promotes inclusion for each child.

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

The childminder provides children with loving care. She is responsive to the children and gentle in her interactions with them. She takes care of children's hygiene needs and makes sure that they are clean and comfortable. Children's positive interaction with the childminder shows that they are developing trusting relationships with her. The children are developing appropriate habits for a healthy lifestyle through consistent hygiene practices. For example, older children use the toilet independently and wash their hands without any reminder. The childminder provides children with a suitable range of snacks including fresh fruits and sugar free drinks. She creates displays of bright posters to help children to recognise foods that are good for health. Children are making choices to promote their good health and contribute to health lifestyles. For example, they play outdoors each day and choose to do so even on cold days.

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

The childminder helps children to develop their understanding of safety as they play outdoors. Additionally, she uses suitable safety equipment such as high chairs and safety gates to create and maintain a safe environment for children. These are some of the ways the childminder helps children to develop their awareness of some aspects of personal safety under her guidance. The childminder use appropriate and positive methods to manage children's behaviour. Her calm and kind approach toward the children helps them to be kind and considerate to others. They behave well and respond positively to the childminder's guidance. Choices, such as seeking to be active and learning to manage their behaviour well, are positive attitudes, which serve children well both now and in the future.

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

The childminder provides children with sufficient play resources to promote their learning and development well. However, some weaknesses in her planning and delivery of children's activities mean that she does not always make the most effective use of the resources. For example, the childminder has a wide range of books and role-play resources. However, she does not always plan well for their use to support children's communication, language and their literacy skills.

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provision

The childminder has an appropriate working knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. However, her systems for evaluating her provision are not fully developed to properly evaluate the arrangements that she makes to meet the requirements for learning and development. Therefore, although she supports children to learn across all areas, she does not realise that she does not plan well to cover all aspects of the educational programme for communication and language. Nevertheless she is making some use of planning and observations to promote children's learning. For example, she recognises that children communicate with her and their responses show they listen and understand. The childminder engages with parents and exchanges useful information about children, which helps to achieve continuity for children's care, learning and development. The provision that the childminder makes for

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provision

learning and development does not keep children moving forward at a good pace. Consequently, children make satisfactory progress in learning and development overall.

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provision

The childminder takes some effective steps to drive improvement in the quality of the provision for children. For example, she has recently completed safeguarding, food, and hygiene training. She is confident about what to do if concerns arise about children's welfare and she maintains the relevant contact numbers to report any safeguarding concerns to help protect children. The childminder maintains documentation required to safeguard children and to promote their health and well-being appropriately. The childminder addresses fire safety properly and takes suitable safety precautions in her home and on outings to keep children safe. In addition, she raises children's awareness of some aspects of personal safety.

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provision

The childminder is making links with the local authority's developmental workers and she is engaging with them to increase her understanding of planning and observation. This demonstrates that she is aware of training opportunities in her area. Furthermore, it shows a willingness to improve her knowledge and skills through ongoing training. The childminder has not had reason to complete the assessment for children between the age of two and three years. However, she identifies regular observations, full engagement with parents and increased knowledge through training as the tools that she is able to use to meet this requirement when necessary.

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provision

Parents praise the childminder for the care that she takes of the children. They value the information that she shares about children's learning and her polices that helps them to understand how she manages her provision. The childminder is clear about her role to work in partnership with other providers where children attend other early years settings. Although such partnerships are relatively new for her, she is making an effort to develop and maintain open two-way communication to promote continuity for these 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 EY453060 Local authority Milton Keynes Inspection number 886003 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 6

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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

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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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