Setting EY420904

Inspection date

Previous inspection date 02/07/2013 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

 The children are happy and secure in the care of the childminder who is enthusiastic and committed to her work.  The children make good progress in their learning and development and gain necessary skills for the next stage of their education.  The childminder organises her home to provide a warm and safe place for children to play and explore.  Good relationships with parents and carers mean that children's care and individual learning and development needs are promoted well.  The childminder has a positive attitude to improving her practice.

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It is not yet outstanding because

 Although children make good progress in their physical development, the childminder misses some opportunities to extend this because children do not play with large portable equipment in the garden.  The childminder does not take steps to further capture children's interest in books through the use of resources such as story sacks.

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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 activities in the kitchen, lounge and garden.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's observational files, the childminder's self- evaluation form and a selection of policies and children's records.  The inspector took account of the views of parents.

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Information about the setting

The childminder registered in 2011 and she lives with her husband and two children in Middleton in Milton Keynes. The whole of the ground floor of the house is available for childminding and there is a garden for outside play. The childminder has two dogs and a rabbit as pets. She walks or drives to local schools to take and collect children and she attends the local pre-school groups. The childminder's provision is open all year round from 8am to 6pm Monday to Friday except for family holidays agreed in advance. She is currently minding two children in the early years age range and one child before school. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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

 encourage further children's interest in books and stories through the use of resources such as story sacks

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

 extend the range of large outdoor portable equipment for children to move about safely to create their own structures.

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who attend

The childminder is affectionate and caring towards the children who are relaxed and happy in her care. Children access a range of activities, which help them to make good progress in their learning and development. Ongoing assessments help the childminder to closely monitor the children's progress and the information she gathers helps her to identify what she needs to do to help the children to achieve their next goal. The childminder involves parents in their children's learning by making suggestions about activities they can do at home. For example, dancing to music, which is an activity the children particularly enjoy in her care and at pre-school groups.

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who attend

The childminder uses effective teaching techniques to extend children's early speaking and listening skills and the children's day is rich in conversation. She listens and values what they have to say and ensures that each child has a turn to speak. The childminder encourages children to develop their early writing skills. She provides opportunities for them to experiment by making marks with their fingers in paint and sand and by using crayons and chalks. Children show some interest in books, however, the childminder does not use additional resources such as story sacks, for example, to further extend the children's learning and enjoyment of the stories. Children use their imagination as they stick, paint and act out their experiences during role play using dolls, tea sets and shopping trolleys.

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who attend

The childminder provides bat and ball games and push and ride on toys to help children to develop good large physical skills. However, children do not have access to large portable equipment to create their own structures and develop their muscles further. Children strengthen the muscles in their hands in preparation for writing as they squeeze, prod and poke dough. They learn to use tools skilfully and safely, for example, as they cut the dough with scissors. The childminder successfully extends the children's early mathematical skills during their play and introduces discussions about size, shape, colour and number. Children develop early problem-solving skills as they build with bricks, thread beads on a wire and fit puzzles together. They enjoy baking and decorating cakes when they weigh and count spoonfuls of ingredients.

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who attend

Children experience many good opportunities to learn about the world in which they live. For example, they discover how things work as they operate telephones and cash tills. They explore different textures as they play with pasta, sand and water. The childminder plans outings to broaden the children's activities and interest and to encourage them to socialise with others. For example, they go to the library and enjoy pond dipping and boat trips. They talk about recent events such as trips to the woods and their family holidays. Children gain a positive attitude towards others as they celebrate festivals such as Chinese New Year when they had fun colouring in a giant snake. The childminder prepares children well for moving on to the next stage in their education.

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

The childminder develops close attachments to the children by settling them slowly and helping them to separate happily from their parents. Children are clearly fond of the childminder. They willingly involve her in their play and seek her help when necessary. Children are well-behaved. The childminder helps them to learn about acceptable behaviour by giving simple explanations and using distraction techniques. They respond well to the sticker reward system and gentle reminders. The childminder praises and encourages children constantly and as a result, they gain confidence and self-esteem. The childminder has a good range of nursery furniture to meet the needs of younger children. For example, a booster seat, car seats and a rest mat.

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

Children follow routines that promote their good health, such as regular opportunities for exercise and fresh air. Children increase their physical skills as they use more challenging equipment at the local park. Children state they particularly like balancing on the 'wobble board'. Children learn about appropriate times to wash their hands and observe good cleaning and nappy changing routines carried out by the childminder. The childminder shares her 'sick child' policy with parents so they know when to keep their child at home to prevent the spread of infections. In addition, good procedures are in place for medication administration. The childminder holds a current first aid qualification, which helps her to manage any accidents appropriately.

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

The childminder discusses children's individual dietary requirements with parents, who provide packed lunches, and she provides healthy snacks such as fruit. Children learn about the importance of keeping themselves safe as they help to tidy away their toys and practise the fire evacuation procedure. The childminder enhances children's feelings of safety and security by providing a familiar daily routine. This means children play and learn in a stable environment, which helps them to look forward to their day. Therefore, the childminder positively promotes the health and welfare of the children.

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provision

The childminder has a good knowledge and understanding of child protection and how to safeguard children. Her daily risk assessment process identifies and minimises any hazards in the home and on outings to keep children safe. For example, children practice the emergency evaluation procedure and fire fighting apparatus is in place. The good organisation of records and documentation contributes to the safe and efficient management of the childminding provision.

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provision

The childminder has a good understanding of her responsibility to meet the learning and development requirements. She plans a well-balanced range of activities to support children to make good progress in their learning given their starting points. The childminder carries out the required progress check for children aged two years effectively and involves parents in this process.

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provision

The childminder monitors the effectiveness of her provision through using the Ofsted self- evaluation form as a guide. She asks parents for feedback about her childminding service and talks to the children about what they like and dislike. The childminder recognises the importance of continually developing her skills by completing training courses and working closely with other early years providers.

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provision

Partnerships with parents and carers are firmly established and a daily verbal exchange of information keeps parents up-to-date with their child's routine. Good communication systems between parents and the childminder mean that children are content and secure. Information is shared about children's progress towards the early learning goals and the childminder also uses photographs and samples of children's art work to evidence their good progress. Letters show that parents are very happy with the childminding service provided and they hold the childminder in high regard. The childminder is committed to building positive relationships with others involved in the children's lives, for example, pre- school teachers. Children enjoy the time they spend with the childminder and her family.

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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 EY420904 Local authority Milton Keynes Inspection number 923164 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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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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