Childminder 116402

Inspection date

Previous inspection date 17/04/2013 01/02/2013

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early years provision

This inspection: 3 Previous inspection: 4 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 happy and settled. They develop warm caring relationships with the childminder and her family, which promotes their well-being.  The childminder develops positive partnerships with parents and offers long term care for families. She provides a suitable range of activities to meet the learning needs of children.  The childminder demonstrates a good commitment to improving her knowledge and practice to enhance outcomes for children.

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It is not yet good because

 The childminder's systems for obtaining detailed information about children's starting points and for tracking children's progress are not fully developed.  Children do not have good access to a wide range of resources to encourage positive awareness of diversity, including disabilities.  Children enjoy books and learn to count during play, but they have fewer opportunities to see numbers and print displayed in the environment.

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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 at play 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, briefly sampled policies and children's development records.  The inspector considered parents' views spoken to at the inspection.

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Information about the setting

The childminder registered in 1986. She lives with her husband and adult son. They live in Loudwater, near High Wycombe, Buckinghamshire. The whole of the ground floor of the house is used for childminding and there is an enclosed garden for outside play. The family has three dogs. The childminder makes use of local facilities, such as parks and toddler groups. She takes and collects children from local schools and pre-schools. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder cares for two children in the early years age group on a part-time basis. She also cares for three older children.

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must:

 improve the use of observation and assessment by obtaining more detailed information about children's starting points and enhancing the systems for tracking children's progress in order to maximise the children's learning.

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

 include resources from a variety of cultures and abilities to stimulate new ideas, different ways of thinking and to enable children to positively embrace diversity

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

 enhance children's opportunities to develop their awareness of numbers and print carrying meaning, for example, by using labels on play resources and displaying numbers in the environment.

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who attend

The childminder provides a welcoming child-friendly, family home where children are settled and happy. She has improved her understanding of the seven areas of learning so she is able to plan for children's progress. Children make satisfactory progress as the childminder uses her experience and knowledge of children's development to support their learning. Children have a suitable balance of planned activities, such as potato printing and making mashed potatoes, and free play to develop their skills and knowledge. The childminder completes regular observations of the children, which she uses to plan for children's progress. She is attending training and making plans for implementing the progress check as children in her care approach two years old. Initial meetings with parents require them to complete relevant documents outlining children's likes, dislikes and routines. However, information regarding what children know and can do is currently

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who attend

less well developed in order to help the childminder identify children's starting points more easily.

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who attend

The childminder generally supports children well in their learning. Children's language and communication skills develop well as the childminder consistently talks to them. She sits on the floor to support their play. She asks questions to encourage children to think and gives lots of explanations to them. Children enjoy sitting on the childminder's lap looking at picture books which develops their vocabulary. They talk about the animals, make their noises and name body parts. Children respond well as they point to their noses and eyes and count the number of feet on the spider in the book. Children show a good understanding and make connections, sayings shoes and pointing to their feet. Children sing nursery rhymes during care routines, for example, as nappies are changed. The childminder provides a good range of toys on low shelving, although children are not able to easily find out what is inside the boxes as there are no labels. Children currently have

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who attend

fewer opportunities to see print and numbers on display in the childminder's home so that they can begin to use these in their play.

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who attend

The childminder provides suitable opportunities for children to express their creative ideas as they paint and make cards for their family. They name colours and shapes as they use a shape sorter and show good coordination as they match pieces in a jigsaw. Push button toys develop an early understanding of technology. Children take part in outings in the local community so they become aware of different people and places. They go to toddler groups where they learn to share and take turns, developing their social skills. Children have fewer opportunities to learn about diversity through the range of resources in the childminder's home. She has purchased a book to develop her knowledge of different cultures, as she recognises this is an area she needs to develop. She has yet to implement the things she has learned. Children's physical skills develop well. They enjoy walks in a local area as they go to school to collect older children and siblings and they regularly use

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who attend

the local park. They play in the childminder's garden, using balls, bikes and scooters to develop their physical skills. Children enjoy playing with sand. They also have a digging patch and they grow cress and potatoes to develop their understanding of healthy food. This helps to ensure children have suitable daily opportunities to have regular exercise and develop their understanding of the natural world.

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

Children are comfortable and settled as they have caring and warm relationships with the childminder. They receive lots of affection and cuddles and their secure attachments promote children's confidence and well-being. This enables them to freely explore and choose from the range of suitable toys and activities that cover all areas of learning. The positive relationships support children's growing independence and social development. The childminder follows suitable behaviour management strategies, giving clear explanations to develop children's understanding. She gives children lots of praise and calmly encourages them to share and take turns as they play. This helps children feel secure and promotes their understanding of right from wrong. The childminder is aware that young children need time to rest and relax. She provides suitable facilities for children to sleep according to their needs and own routines. Each child has its own travel cot and

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

bedding and the childminder checks children regularly as they sleep in a bedroom upstairs.

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

Children's health and wellbeing is appropriately supported and they learn about healthy lifestyles. They play in a suitably maintained family home where the childminder follows sound hygiene routines, including when changing nappies. Children wash their hands appropriately and they eat healthy food supplied by their parents to maintain their health. The childminder provides snacks of fruit and biscuits and children can freely access their drinking cups. Children have suitable opportunities to play outside and enjoy fresh air daily. They walk to school each day to collect the older children. This helps prepare them for the next stages of learning as they become familiar with the school. Children play with a range of resources in the childminder's garden and use the larger equipment at the local parks to further develop their physical skills. The childminder works closely with parents to decide the best time to start potty training to accommodate individual children's

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provision

The childminder has a sound understanding of her responsibilities to protect children. She knows who to contact should she have any safeguarding concerns about the children in her care. She shares her written policies with parents; these include safeguarding and complaints so parents are aware of her responsibilities. Since the last inspection, the childminder has increased her knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage to help ensure children's safety is promoted. She conducts regular safety checks and takes positive steps to minimise risks in her home and garden. For example, there are safety gates on the stairs and across the kitchen, which also ensures the dogs are kept separate from the children. The childminder closely supervises the children and her home is secure. The childminder follows suitable procedures to promote children's welfare. She updates her first aid training so she is

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provision

prepared in the event of an accident and follows appropriate procedures for giving medication.

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provision

The childminder develops positive friendly relationships with parents and they are supportive and happy with the care their children receive. The childminder provides long term care for families. Children start in her care as babies and care continues as they go on to school. The childminder and parents share good information about children's routines, meals and activities through daily discussion and parents see children's development records. The childminder is aware of the need to share information if children attend other early years provision. She passes on any information for the school as necessary. The childminder has taken positive steps to improve her practice and address recommendations raised at her previous inspection. For instance, she no longer uses her daughter as an assistant to collect children from school and the television is turned off. The childminder is determined to improve her understanding of the learning and

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provision

development requirements. She has acquired the national guidance to inform her observations and planning for children's progress. She is booked onto courses with her local authority. She feels this will further increase her confidence and enable her to implement the progress check for children aged two years. The childminder shows a positive commitment to identifying her weaknesses and improving her skills, knowledge and practice to help ensure children make good progress in their learning.

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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 116402 Local authority Buckinghamshire Inspection number 910677 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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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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