Setting EY456855

Inspection date

Previous inspection date 02/07/2013 Not Applicable

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder knows the children in her care extremely well. She values their uniqueness and uses her excellent knowledge to enhance their individual learning needs.  Relationships between children and the childminder are highly secure, trusting and warm. This has an extremely positive outcome on the children. As a result, they play together harmoniously and show care and consideration for each another.  The childminder has a wealth of experience of working with children and has an early years qualification. She uses her excellent knowledge of how children learn and develop to promote their outcomes exceptionally well.  Inspiring learning experiences motivate and capture children's interest and enable them to make excellent progress in relation to their starting points.

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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 compulsory part 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 the childminder and her co-childminder's practice with the minded children.  The inspector looked at children's information and development records.

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Inspection activities

 The inspector engaged in ongoing discussion with the childminder and sampled policies and documentation.

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Inspection activities

 The inspector discussed the process of self-evaluation and how the childminder obtains the views of all the users.

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Inspection activities

 The inspector gauged parental views through references and letters provided for the inspection.

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Information about the setting

The childminder registered in 2013. She lives with her husband and their four adult children in Burghfield Common, West Berkshire. The childminder uses the ground and first floor of the house and a log cabin for childminding. A fully enclosed rear garden is available for outside play. The family has a pet dog and some chickens. The childminder make 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 both the compulsory and voluntary parts of the Childcare Register. She is currently minding twelve children and of these, 9 are within the early years age range. Children attend on a part and full time basis. The childminder works with her husband who is also a registered childminder, and she has a recognised early years qualification.

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

 continue to enhance the rich print environment further, for example, through the use of labels and other print in languages other than English.

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who attend

Children are thriving and making exceptional progress in their learning and development due to the highly skilled and motivated childminder. The childminder has an extensive understanding of each child's developmental level and uses this to plan highly stimulating and enriching learning activities. She gains excellent information about children's starting points and uses these to identify the progress children make. The childminder undertakes precise and detailed individual observations of children's progress and uses these very effectively to identify children's next steps of learning. She undertakes required two-year- old progress checks, which accurately reflect how children are developing and excelling in their overall development. Parents are fully involved in their children's learning and help identify children's future learning targets with the childminder. This promotes a highly consistent approach to supporting children's ongoing progress. Children are inquisitive and

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who attend

very absorbed in their learning. They benefit highly from the free flow provision, which offers high quality activities that are challenging and stimulating to all children. For example, children are actively engaged as they explore and create different sounds using hanging tins outside. Children are highly stimulated by the childminder and co-childminder. They receive excellent support in a wide range of purposeful activities and experiences. The childminder engages consistently with the children, listening and valuing attentively to their verbal and non-verbal communication. The childminder uses her expert knowledge of working with early years children. This enables her to apply highly effective learning and developmental strategies to plan activities, which enrich all children and their learning. For example, when learning about nature, the childminder uses first hand experiences with the children

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who attend

to develop their understanding of the world. She motivates their learning through creating a tabletop display with all the children. Children collect materials from the community, such as sticks, feathers and nests from the woods and wool from the sheep field. The children express their individual creativity as they create birds for their tree from materials and make pom poms for sheep. In addition they use their imagination as they search the garden for other signs of nature where they find a carefully place rabbit skull. The children experience real wildlife as they watch engagingly at the squirrel in the garden and help care for the chickens. Children of all ages collect the eggs and feed the chickens, and excellent impromptu opportunities are had with the children as they discuss what the eggs feel like, and why some eggs are warm. Children eat the eggs they collect for lunch, helping them develop a thorough understanding of where their food comes from.

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who attend

Children's awareness of written numbers is promoted excellently through the use of labels and children learn to write numbers, such as the dates on the eggs they collect. This helps them understand the use of numbers for a purpose. Children use food cutters, of varying sizes during preparation of their snack and during dough activities. This helps them explore varying patterns and shapes creatively. This very positively enhances children's mathematical awareness. Children have excellent opportunities to develop their creativity and are actively involved in exploring natural sensory resources. For example, children explore with salts, liquids and natural resources as they create potions and spells during imaginary wizard games.

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

Children have developed extremely warm and loving attachments with the childminder. The childminder knows the children exceptionally well, which enables them to form strong bonds and very secure emotional attachments with her. The childminder builds the children's trusting relationships from the beginning of an agreement. Her excellent settling-in processes support children extremely well and meet the needs of all families. For example, discussions and observations with parents are used systematically to identify children's starting points, routines and interests. This means that the childminder plans for and meets children's individual needs exceptionally well. This consequently allows the children to settle-in very well and prosper within the childminder's care. The childminder and her co-childminder work in harmony with each other and create a welcoming and homely atmosphere for all children. This enables all children to feel safe and security while

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

The childminder provides an environment, which is stimulating and very well-resourced indoors and out. The use of the home is flexible and the dedicated log cabin is bright and stimulating with artwork created by the children on display. This values the children's work and promotes an excellent sense of belonging. Children benefit from the very well equipped areas, which have cosy corners and an abundance of resources that are easily accessible in low level boxes. Children's learning is extended uniquely through the inclusive environment, as there are a vast array of labels, pictures of the children and numbers on display. However, while this enhances children's learning, maximum use is not yet made of print to promote children's understanding of other languages from around the world. The childminder is an experienced early years professional and she uses her skills to enhance children's understanding of the world. There are effective resources to raise

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

children's awareness of the wider world, such as books, dolls and different materials for dressing up.

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

The childminder gives high priority to helping keep children safe. For example, she teaches children from a young age how to use knives safety while they prepare fruit kebabs and children learn of the dangers of fires as they participate in making fire pits in the garden. In addition, the childminder further promotes safety as she stays with sleeping children to ensure their health and safety needs are continually maintained.

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

Children's health is effectively promoted as they play in an extremely clean, secure and comfortable environment. Children's overall welfare is effortlessly promoted by the childminder to a consistently high level. Children enjoy daily opportunities for fresh air and exercise and experience a wealth of learning opportunities in the local facilities and environment. For instance, children explore the woodlands and create dens and hideaways in the local forest area. The childminder is a trained forest school practitioner and maximises children's learning through the outdoors in a safe and nurturing manner while providing a unique learning experience.

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

The childminder promotes children's understanding of the importance of good personal health. She talks with them in detail about the importance of removing germs and this is clearly understood by the youngest children as they cooperate without promoting and respond confidently to the childminder's gentle questions. Children's health and wellbeing is further promoted through the balanced and nutritious diet the childminder supplies. The childminder helps children to learn about healthy eating, as they grow vegetables in the garden and talk about where the foods come from and how they taste when they are assisting with preparing the meals. For example, children talk about watermelon coming from different parts of the country and how it came to their home. The childminder has good knowledge of children's special dietary requirements and preferences and adapts her menu to ensure these are routinely met. Children behave exceptionally well, because they

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

are continuously engaged in their learning. They benefit highly from the individual attention they receive and thrive from the extremely positive praise and encouragement. As a result, children's behaviour is exemplary.

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provision

Children's care and learning is greatly enhanced by the childminder's excellent understanding and passion for her responsibilities. She is dynamic in her delivery of the Early Years Foundation Stage and her partnership is extremely strong with her co- childminder. The childminder uses her early years qualification and extensive years of experience to enhance children's development, which has a highly positive impact on outcomes for all children.

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provision

Children's welfare is exceptionally well promoted because the childminder has a comprehensive awareness of her responsibilities to safeguard children's welfare. There are robust policies and procedures in place, which are further supported by the childminder's extensive awareness of how to protect children's safety. Comprehensive risk assessments are in place. These are regularly reflected upon, to take account any evaluations of fire drills. This vigilantly reduces any potential hazards to children. All documentation required for the safety and well-being of the children is efficiently organised and kept up to date.

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provision

Self-evaluation shows how the childminder rigorously reflects upon her practice. The childminder embraces her role to consistently improve on what she offers the children. She consistently attends a variety of training to enhance her working practices and inspire learning and development for all children in her care.

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provision

The childminder has established exceptionally strong links with parents and works extensively with other carers involved in children's care. This promotes consistency in meeting children's individual learning and care needs. Parents receive excellent daily information about their child's day. In addition to this, they receive 'wow' moments of their children's achievements, shared with them through the notice board, and high quality newsletters. Parents are very much encouraged to contribute their thoughts about the provision, which are taken on board by the childminder leading to changes in her practice.

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The Childcare Register

The requirements for the compulsory 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 EY456855 Local authority West Berkshire (Newbury) Inspection number 900379 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 12

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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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