Boycott, Claire Joanne

Inspection date

Previous inspection date 29/08/2013 20/10/2011

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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

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This provision is good

 Children are happy and extremely comfortable in the childminder's home due to the good relationships they develop with her, and her assistant and family. This successfully supports their emotional well-being.  Children's language development is progressing very well. They have ample opportunities to extend their vocabulary and understanding through a range of interesting activities.  The childminder and assistant have a good understanding and implementation of the safeguarding and welfare requirements to support children's health, safety and well- being.  Children receive praise for their achievements, which effectively promotes their self- esteem. They gain confidence to take on new challenges and explore situations, enabling children to develop positive attitudes and skills they need as they move on to school.

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It is not yet outstanding because

 The childminder has not fully considered encouraging her assistant to become fully involved in the observation and assessment of children's learning in order to share their knowledge to support children's ongoing next steps in learning.

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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 childminder works with an assistant who was present during the inspection.

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Inspection activities

 The inspector looked at children's observation records, a selection of policies and children's records.

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Inspection activities

 The inspector spoke with the childminder, assistant and children at appropriate times throughout the inspection.  The inspector read written parental feedback from three parents.

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Information about the setting

The childminder registered in 2001. She lives with her husband, who is also her assistant and their two secondary school aged children in Holyport in Maidenhead in Berkshire. The childminder uses the whole of the ground floor for childminding, with toilet and sleeping facilities on the first floor. There is an enclosed garden for outside play. The childminder walks and drives to local schools to take and collect children and she attends the local pre- school groups. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder and her assistant are currently minding eight children in the early years age range, who attend at various times. The childminder also cares for older children.

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

 enhance opportunities to involve the childminding assistant in observing children's learning and development to promote shared knowledge of the children to further support their ongoing individual progress.

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who attend

The childminder is an experienced childcare practitioner with a secure understanding of the Early Years Foundation Stage framework. Consequently, children make good progress in their learning and development. Parents are requested to provide initial information so that children's learning is shared right from the start. This includes discussing events at home. This along with information received from other carers supports their development and provides a solid base for children's future progress. This is particularly useful in providing children with a smooth transition from the childminder's setting to school.

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who attend

The childminder makes good use of relevant guidance to help her identify how to support children appropriately in relation to their stage of development. For example, she plans topics, such as a visit to the dentist and follow-up activities that help teach children about cleaning and looking after their teeth. Children enjoy books and sit happily on the sofa eagerly anticipating and joining in with the story. This helps promote children's language skills as even very young children enjoy repeating the recurring rhyming sentences. Children take pleasure in identifying animals and their babies as they complete a puzzle. This fun activity providing a wealth of learning opportunities as they increase their vocabulary using words, such as goslings, and develop problem solving skills as they fit the correct mother and baby pieces together. The childminder and assistant ask useful questions, join in with conversation and listen to children's replies with interest. This

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who attend

successfully promotes children's communication and language development.

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who attend

Children choose what they want to play with as they explore an extensive range of toys and activities. They choose whether they want to play indoors or outside and are encouraged to attempt to put on their own shoes. This helps to support their developing independence. Children develop control and coordination through everyday events. For example, they successfully negotiate small ramps in the garden on scooters, use tools to dig and make sand castles in the sand pit. They are able to mark make and develop their creativity as they access pencils, paper and crayons whenever they wish. The adults provide children with good role play opportunities as they tactfully lead the play when children decide that the assistant needs some medical attention. They take his temperature to see whether he is too hot and bandage his poorly arm. This helps children explore real and imaginary situations and develop an awareness of their bodies. Children

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who attend

have opportunities to express themselves through music and singing as they attend music groups. Examples of their artwork are displayed in the childminder's home and in photographs in their scrapbooks.

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who attend

The childminder provides children with a good range of experiences that help them develop future skills. For example, they discover how pressing the button on the ride on car makes the horn work and how pressing the numbers makes the till drawer open. Children celebrate festivals and events that are important to them, and regularly hear languages other than English. They are supported by resources that help promote their understanding of different cultures, similarities and differences of people of the world.

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

The childminder and assistant promote children's physical and emotional health exceptionally well. Children feel safe and secure in their care. They are sensitive to children's needs, for example, they immediately recognise when a young child is becoming sleepy and needs a rest. Children clearly feel comfortable and at home as they move around the childminder's home confidently. They access a stimulating range of good quality resources that are appealingly set out to attract their interest. They choose what they want to play with, promoting their independence and providing them with opportunities to move their learning forward at their own pace. The childminder and her assistant value all children and manage their time to ensure that each child receives individual attention. This helps children form secure attachments both with them and with other children, as they feel respected and valued.

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

Children receive lots of praise and encouragement for their achievements, however small. This helps build their confidence and self-esteem and encourages them to try new things. Children behave extremely well, with older children showing consideration and care for those younger than themselves. For example, they help the younger children complete puzzles and show them how to drive the cars in and out of the toy garage. Children demonstrate good manners as they say 'please' and 'thank you' both to the adults and to each other with very little prompting. They listen to requests from the childminder and are eager to please. For example, they willingly help to tidy away toys.

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

Children have access to various activities and everyday events that help promote their physical development, such as riding wheeled toys in the garden and building construction resources. The range of equipment and resources outdoors further supports children's developing skills as the childminder recognises that some children have a preferred outdoor learning style. For example, children dig up carrots and pick cucumbers, ride wheeled toys and build sand castles. Outings into the local area, such as to the allotment provide them with opportunities to explore different environments, and to find out where their food comes from. Children learn about good hygiene as they follow regular routines, such as using hand wipes before eating. They talk about healthy food and drinks and choose from healthy options at snack time. Children socialise as they sit together and chat at mealtimes. This supports good future eating habits. The childminder encourages

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

children to play together and promotes a sense of belonging as they go into the local community to collect older children from school.

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provision

The childminding day is organised well. There are comprehensive policies and procedures in place that promote children's health, safety and welfare. Safeguarding procedures are robust. The childminder and assistant have completed safeguarding training. They are confident in their ability to identify, monitor and refer any concerns they may have. Children are supervised closely both on and off the premises, and their safety is supported well by detailed risk assessments for the home, garden and outings. Visual checks to identify and minimise possible hazards are ongoing in order to help keep children safe.

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provision

The childminder has a good understanding of the ways in which children learn. She provides a good role model for her assistant as they help children learn in a fun and interesting environment that stimulates their interest. The childminder works closely with parents and others involved in the children's early years education. These good links help support children's move from home to her setting, then on to the next step in their learning. Information is shared through daily verbal discussions, scrapbooks and learning journeys. The childminder has begun to monitor and assess children's progress. She discusses children's development with their parents including any concerns. However, the childminder's assistant is not fully involved in observing and monitoring children's progress with the childminder. As a result, they do not always consistently share their knowledge of the individual children's progress and next steps in learning in order to promote children's

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provision

outcomes further. The childminder is aware of her responsibilities to carry out progress checks for children aged between two and three years of age. Parents' demonstrate their appreciation of the childminder as they make positive comments. They state children are well cared for, have good learning opportunities and have fun as they enjoy the activities the childminder offers.

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provision

The childminder recognises her strengths and takes time to think about what she offers the children, planning ahead to make sure that activities and events are age-appropriate and will be of benefit to them. Parents feedback is always welcome and she takes note of children's comments when deciding how best to move her practice forward. She receives information from the local authority and attends some training to keep her knowledge up to date. This demonstrates a commitment to developing the service she offers that will ultimately benefit the children.

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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 148810 Local authority Windsor & Maidenhead Inspection number 931249 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 13

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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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