Childminder in Buckinghamshire

Inspection date

Previous inspection date 20/06/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children make very good progress in their communication and language development because the childminder helps them to extend their vocabulary and understand the rules of conversation.  Children build close relationships with the childminder because she works very closely with parents.  The childminder helps children to grow in independence by encouraging them to tidy away toys and make choices about their daily routine. This increases children's confidence and self-esteem.  The childminder has a very positive attitude towards professional development and proactively seeks opportunities to extend her knowledge and understanding.

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It is not yet outstanding because

 the childminder discourages superhero and weaponry play, which means children do not always follow their own interests and ideas to their conclusion.  children have fewer opportunities to explore programmable toys and other technological equipment to develop their knowledge of how things work.

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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 in the living room and dining room.

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Inspection activities

 The inspector had discussions with the childminder and children throughout the inspection.

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Inspection activities

 The inspector sampled a range of documentation including safeguarding procedures and photographs of children at play.

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Information about the setting

The childminder was registered in 2012. She lives in Princes Risborough, Buckinghamshire, close to local schools, parks, shops and the train station. The childminder lives with her husband and grown up daughter. The family has two dogs and two cats. The childminder is able to collect children from local schools and pre-school. She is registered on the Early Years Register and both the compulsory and voluntary parts of the childcare register. There is currently one child on roll in the early years age range.

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Information about the setting

The childminder provides care from 7.30am until 6pm each week day except for family holidays.

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

 encourage children's inventiveness and creative development by allowing them to follow their interest in imaginary worlds, such as superhero play

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

 provide a wider range of programmable toys and technology equipment to help children learn how things work.

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who attend

The childminder has many years of experience caring for young children and understands how they develop. Consequently, she provides a range of activities that helps to promote their learning and development. The childminder works very closely with parents to find out about children's interests and learning at home. She shares photographs of children with their parents to show the activities children engage in while in her care. Time is spent when parents collect children discussing the children's day. Therefore, parents are able to support children's learning at home and children experience continuity as they move between the childminder and home. When children attend pre-school, the childminder finds about their learning. Both share information freely through a communication book that identifies current themes and children's successes. The childminder observes children at play and recognises when they exceed expectations for their age and stage of

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who attend

development and areas where they need support. As a result, children make good progress in their learning and development. The childminder helps children to extend their communication skills by talking to them about their day and encouraging them to ask questions. As a result, children are articulate and clearly express their ideas about things that interest them. They become skilful in conversation as the childminder allows them time to talk and listens to what they have to say. This helps them to understand that what they say is important and they listen to adults intently. The warm praise the childminder offers encourages children to join in with discussion and helps them to gain in confidence.

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who attend

Children ask the childminder for help when they cannot find toys they want. Together, they look through boxes and play with action figures. Children explain what they want the childminder to do as they lead the play. However, the childminder discourages children from playing games to do with superheroes and 'baddies' who use weapons. This sometimes means that children are not fully able to follow their ideas to a conclusion. Children have firm ideas about their identity and talk about themselves in positive terms as they explain that they are too old for some toys. They enjoy showing what they can do as they recognise numbers, letters and colours and complete puzzles. The childminder praises children and celebrates their success raising their self-esteem. Therefore, children gain a positive attitude towards learning and strong skills in readiness for school.

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who attend

Children gain good use of the small muscles in their hands as they use chalks to draw on the blackboard and open and close catches on storage boxes. They experience a wide range of opportunities to develop their larger muscles outside of the home. Children enjoy playing in soft play areas and parks and going for walks in local woodland. They climb, balance and develop their coordination as they use large equipment. Children begin to understand the world around them as they explore their local community. However, children have fewer opportunities to play with a range of programmable toys and technological equipment to learn how things work.

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

Children settle very well into the childminder's care because she implements very effective ways for helping them to get to know her. For example, the childminder visits children at home and allows them to come to her home with their parents before they are left. Children form very close relationships with the childminder because she is affectionate with them. They separate from parents confidently and are secure with the childminder. The childminder and parents work together to support children during times of change, such as when toilet training. The childminder follows children's routines helping to make sure their individual needs are met. Children make choices about when they want to eat and drink and what they play with. Therefore, they begin to recognise their own needs and preferences. The childminder encourages children to have periods of rest to allow them to recharge and unwind.

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

Children become independent through helping with small tasks. They tidy away toys after use to help keep the area where they play clear and safe. Children learn to manage risks for themselves as the childminder encourages them to test out what they can do, such as climbing to the top of a slide. This helps children to keep themselves safe. Children behave very well because the childminder puts into place boundaries that children can understand and follow.

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

Children learn about healthy lifestyles as they play outdoors and talk about foods that are good for them. The childminder discusses what foods are healthy choices with parents, so children bring lunch which is balanced and meets their nutritional needs. The childminder has a good understanding of how to keep children safe in the sun and explains to them why they need to use sun cream. This helps children to learn how they can protect themselves.

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provision

The childminder has a good understanding of how to keep children safe in her care. She knows the signs and symptoms that might cause her concern about children's welfare. Policies and procedures outline how the childminder would report any such concerns to the relevant agencies. The childminder conducts visual assessments of the areas where children play. She takes steps to minimise any risks and puts plans in place to further increase the safety of areas. For example, the childminder has plans to corner off sections of the garden to ensure that family pets and the children can play outside in separate areas. The childminder undertakes regular training to ensure that she knows how to deal with first aid incidents. When children require medication, the childminder keeps accurate records to ensure that children receive the correct dosage and to keep parents fully aware.

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provision

The childminder evaluates the care that she provides for children. She seeks the views of children by asking them about what they enjoy. Parents share some ideas about their children's care. This helps the childminder to identify her areas of strength and any weaknesses. Talking to other childminder's helps her to share ideas and reflect upon her practice. Therefore, she has a good capacity to maintain improvement in the future. The childminder has a very positive attitude towards professional development and is proactive in seeking out opportunities to extend upon her already good knowledge and skills. She undertakes regular training and reads relevant information to increase her awareness of the Statutory Framework for the Early Years Foundation Stage. The childminder understands how to monitor the progress of children. This means that she is able to discuss children's development confidently and plan for their next steps in learning. The

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provision

childminder is aware of how she can use this knowledge to complete the progress check for children aged two, should the need arise.

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provision

The childminder forms close working partnerships with others who provide care for children. This enables her to effectively complement their learning programme and support children's progress effectively. Parents are happy with the care that the childminder provides and confident in her ability to meet children's needs.

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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 EY453697 Local authority Buckinghamshire Inspection number 895707 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

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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

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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