Burton, Elaine

Inspection date

Previous inspection date 15/07/2013 26/08/2009

p.1

early years provision

This inspection: 2 Previous inspection: 2 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

p.1

This provision is good

 The childminder works closely with parents so that they are completely involved in their children's learning and development.  The childminder provides the children with a wide range of exciting opportunities to learn in different environments.  The childminder has high expectations of the children's behaviour and children behave well.  The childminder adapts her provision well so that all children make good progress.

p.1

It is not yet outstanding because

 The childminder does not always give children the opportunity to solve problems for themselves.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children playing indoors and outdoors.

p.2

Inspection activities

 The inspector reviewed children's records and a sample of other documentation such as risk assessments.  The inspector talked to the children.

p.2

Inspection activities

 The inspector held discussions with the childminder about her provision, such as her assessment of the children's progress.

p.2

Information about the setting

The childminder was registered in 2000. She lives with her family in Lane End near High Wycombe. The whole ground floor of the childminder's house is used for childminding with rest facilities available upstairs. There is a fully enclosed garden for outside play. The childminder is currently minding three children in the early years age group as well as older children on a part-time basis. The childminder travels to pre-schools to take and collect children and attends a local toddler group. The childminder is registered on the Early Years Register and both parts of the Childcare Register.

p.3

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

 take every opportunity to encourage children to describe problems they encounter, and to suggest ways to solve the problem, for example, when paper might blow away outdoors.

p.3

who attend

The childminder talks to the children while they are playing, increasing their vocabulary and encouraging them in their speaking and listening. She models language well, repeating words to help the children to communicate their ideas. She encourages them to talk about experiences, such as what they have learnt at pre-school and where they have been with their families. This helps them to remember information and improves their ability to hold a conversation. Children develop their creative skills well through painting, collage and printing. The childminder makes good links between activities. For example, children buy vegetables at the supermarket and use some for printing. They also grew vegetables to eat. This helps them learn about growth and change. Young children look forward to playing with the older children after school and this helps them to develop confidence and good social skills. Children use an interactive calendar to learn the days of

p.3

who attend

the week, the months and the different types of weather.

p.3

who attend

The children develop their imaginations well, for example, by playing in the playhouse. They use pencils and crayons to develop early writing skills. There is a good selection of books, which children can look at independently or choose for story times. The childminder builds on children's learning by reading them favourite stories they have heard at pre-school. This helps them to develop good language and storytelling skills. Children recognise the first sounds in their name and they frequently talk about the sounds in familiar words. They recognise numbers and associate them with their ages. Children reinforce their counting skills and their ability to sort objects according to shape or colour when they play with construction toys. The childminder talks to the children about their activities, for example when they make paper butterflies she asks them which colours of paint they are using. However, she gives the children the solution to some problems, such

p.3

who attend

as putting stones on the butterfly paintings outdoors to stop them blowing away, rather than encouraging the children to solve the problem for themselves. Children learn about different cultures and lifestyles from books and toys that show positive images of a diverse world.

p.4

who attend

Children learn about the world around them when they play in the childminder's garden and make regular visits to the woods, the park and the common. They watch birds feeding from the bird feeders and look for insects. They observe the effects of the wind on spinners and bubbles. While the children watch caterpillars turning into butterflies they talk about different insects and the conditions they live in to extend their learning. The children develop their physical skills well when they play outdoors. There are opportunities to climb, swing and balance on the climbing frame as well as toys to ride and balls to throw, catch and kick. The childminder knows how much the children enjoy being outdoors and allows them to choose where they want to play. The childminder tells parents about the day's planned activities and the children take home their paintings and models. This helps parents understand what skills their children have been learning and

p.4

who attend

how they can reinforce learning at home. The childminder takes the children to a toddler group where they can experience different 'messy play' activities and develop their social skills with different friends.

p.4

who attend

The childminder shows a very good understanding of how to support the needs of children learning English as an additional language or those who have special educational needs. She works in close partnership with parents so that she provides a consistent approach, which reassures the children. She draws on support from other agencies when necessary, for example, to provide resources which help the children to develop a wider vocabulary. Consequently, all children make good progress from their starting points. Children develop the skills they will need for their future lives and the next stage in their learning.

p.4

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

The childminder is calm and relaxed and cares for children well. She encourages children to try new experiences. This keeps them engaged and, as a result, they learn to concentrate for extended periods. Children's behaviour is very good because the childminder has high expectations of them. She is a very good role model and she uses praise and positive language to help the children understand right from wrong and the reasons why some behaviour is unacceptable. The childminder plans many interesting activities and excursions so that the children develop an interest in learning and exploring. She knows the children very well and provides the toys they most like playing with. Consequently, the children form very close and trusting relationships with her.

p.4

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

Children learn how to keep themselves safe. They practise the emergency evacuation procedure so that they can act promptly. The childminder talks to the children about road safety when they are walking to the woods or the park. The children learn to be independent. For example they put their shoes and coats on when they are going out, they choose the toys they want to play with and they tidy their toys away when they are asked to. The childminder praises them for being helpful and showing good manners. For example, at lunchtime she praises the children for washing their hands and eating well. This helps them to develop their confidence and good self-care skills. The childminder keeps detailed records and photographs of the many activities children have enjoyed. She notes the skills children have developed, such as using scissors or writing their names, and uses this information well to create an individual learning plan for each child. These show

p.4

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

how she helps the children to achieve the next steps in their learning. She shares these plans with parents so that they understand how their children are developing. She also completes a weekly diary to keep parents informed. She shares information with parents at the end of each day and passes on communication from the pre-school. She talks to parents about their wishes, for example about what they would like their children to eat. This helps to ensure that the children have a consistent routine and know what to expect.

p.5

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

The premises are secure, hygienic and well organised. Children understand how to avoid infection by washing their hands after playing outdoors and before meals. The childminder keeps the children in her sight at all times. The children know that they do not climb stairs or enter the kitchen alone. The childminder is conscious of hygiene when changing nappies and preparing meals. Children understand the importance of staying safe in the sun by wearing their sunhats. The childminder encourages the children to understand the importance of a healthy diet and they talk about healthy eating when they look at their posters of fruit and vegetables. Mealtimes are calm and sociable occasions when the children enjoy one another's company.

p.5

provision

The childminder has a good understanding of the requirements of the Statutory Framework for the Early years Foundation Stage. She has clear policies and procedures in place to support her practice. Parents receive copies of these and the childminder checks that they understand them. The childminder knows children's medical and dietary needs well. She has completed training to understand how to keep children safe and she knows the procedures to follow if she has any concerns about a child's welfare. She takes effective steps to reduce risks to children, for example, when they are playing outdoors or travelling to pre-school or to a place of interest. She talks to the children about how to avoid accidents, particularly when they are playing on the climbing frame. The childminder checks her home regularly to help ensure it is safe and is particularly vigilant when she takes the children out. Toys and equipment are of good quality and suitable for the age

p.5

provision

The childminder has a strong partnership with parents and is in touch with them frequently. This reassures parents that their children are settled and happy. The childminder understands the importance of establishing a partnership with other early years provision children attend. She often plans activities around the same theme so that the children reinforce the skills they have developed elsewhere. When children first attend the childminder asks parents for detailed background information. This helps her to decide what activities and toys children will enjoy and what their routines are, so that they settle easily. The childminder shares her observations of children's learning with their parents and invites parents to contribute by telling her what the children have achieved at home. Parents can always look at their child's progress records. This ensures that they are well aware of the rate at which their children are developing new skills. She carries out checks

p.5

provision

on the children's development, such as the progress check for two year olds, and she shares this information with parents. The childminder is reflective about her practice and evaluates her provision well to identify areas for improvement, such as increasing the range of outings to widen the children's experiences. She is ambitious and keen to extend the range of learning opportunities for the children. For example she knows that assessing the children's abilities when they first attend helps her judge the progress children make more precisely. She has met the recommendations of the last inspection report well by adopting more rigorous record keeping systems. She now assesses the children's learning more regularly and in each area of their development.

p.6

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

p.6

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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number 116374 Local authority Buckinghamshire Inspection number 846107 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 Number of children on roll 3

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10