Stephens, Nicola Jane

Inspection date

Previous inspection date 18/09/2013 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 form positive and trusting relationships with the childminder. The positive level of adult attention and warm interaction ensures that all children settle well.  Children enjoy their time as they independently access an interesting range of toys and equipment, which promote their progress across all areas of learning.  Children's welfare is promoted through many positive practices and procedures, which help to ensure that all individual children are fully considered, valued and kept safe.  Partnerships with parents are effectively established and there are some positive methods to exchange information. This communication builds trusting relationships and provides continuity in children's care, so their welfare needs are met.

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It is not yet outstanding because

 Although children have many opportunities to be outside, the childminder has not considered ways to make resources more easily available outdoors to support all areas of learning.  Children have fewer opportunities to be investigative; observing nature closely and exploring how to operate a variety of simple equipment.

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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 main play room.

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Inspection activities

 The inspector sampled children's learning journeys, planning documentation and a selection of policies and children's records.  The inspector took account of the views of several parents' written references.

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Inspection activities

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

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Information about the setting

The childminder registered in 2013. She lives in Bracknell with her husband and their three children, two of who are primary school age and one of pre-school age. They live close to local amenities and schools. Childminding takes place downstairs with sleeping facilities upstairs. Children have access to an enclosed garden. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She currently cares for four children in the early years age range, who attend part-time. The family has one dog and fish as pets.

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

 enhance the programme for understanding the world by providing children with opportunities to investigate how simple technology works and to observe the natural world closely through a variety of ways

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

 extend learning opportunities during outdoor play providing a range of more easily accessible resources that encourage all areas of learning, which can be used in a variety of ways.

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who attend

The childminder has created an inviting learning environment where children can be independent in their play. Well presented activities and toys encourage children to be active. For example, children show great delight in mixing, pouring and exploring the different textures of coloured balls, rice and sand. The childminder is developing a good understanding of how to use everyday activities and experiences to effectively support children in their learning and development. Assessment records contain a good selection of photographs, written observations and examples of children's work. This enables the childminder to effectively plan the necessary next steps in children's learning. The childminder plans from the children's interests and is flexible, as she responds to their needs.

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who attend

Children benefit from a broad range of activities, outings and play experiences. Children show pleasure in the various activities on offer and keep busy throughout. They explore their surroundings and play with the resources with ease. They remain focussed and interested in activities. For example, they show delight while sat in a builder's tray of rice and sand. They enjoy scooping, pouring and mixing the coloured sand together, using a variety of tools, vehicles and utensils to support their play. All such activities underpin the development of children's hand control, knowledge of shape, patterns and colours. Children benefit from the purposeful interaction with the childminder. She is fully engaged with children at all times as she challenges their learning through play. She positively models talk in the children's play. Their imaginations are developed through stories, puppets, dressing up and role-play scenarios. Children have daily opportunities to be

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who attend

outside or to play in the garden. This helps to encourage children's all round physical skills and well-being. However, the outside learning environment has less opportunity to extend children's free exploration in some areas of learning. This means not all areas of learning are always successfully promoted. Nevertheless, the childminder effectively extends children's learning indoors using a good range of activities to make learning fun and exciting. Regular singing sessions foster children's language and understanding because they hear repeated sounds in their favourite rhymes. The childminder allows children time to confidently explore the environment, where they are supported to develop their own ideas. However, there are slightly fewer opportunities to strengthen children's investigative skills in the home. For example, exploring nature and learning how to operate a range of simple equipment. The childminder promotes an inclusive environment and resources

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who attend

promoting positive images are plentiful. Through their play children learn to respect different people and cultures.

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who attend

The childminder talks to parents to find out basic information about the children, which helps her to provide consistent care. She provides parents with feedback about their children through regular discussions, daily summaries and access to the children's online observation records. As a result, parents can contribute to their child's continuous learning and development. The childminder is aware of the need to complete the progress check for children at age two-years with parents. Overall, children are developing many valuable learning and development skills that will help to set secure foundations for their future learning and prepare them for the next stage in their learning.

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

The childminder is good at positively contributing to children's feelings of well-being. Parents report that their children look forward to attending the setting. This shows that children feel safe and secure and that the childminder is very effective in making them feel welcome and valued. The childminder has organised a welcoming setting to enable children to move around freely in areas that are safe and risk assessed well. Children are able to choose from the good range of toys. The childminder supervises children closely to give clear and consistent guidelines about how to play safely. She is enthusiastic about all of the activities and motivates children to use them well. This ensures that children are keen and interested learners.

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

Good steps are taken to promote children's good health and well-being. Children develop a good awareness of personal hygiene through consistent guidance about positive hygiene practices. They are supported to understand the importance of healthy eating and helped to make healthy choices at snack times. The childminder works successfully with parents to make sure the food they provide for their children's lunch is healthy and nutritious. Children engage in physical activities each day in the childminder's playroom, garden or at other play venues. This helps children begin to develop their physical skills and learn about healthy lifestyles. Younger children are able to rest and relax when they need to throughout the day.

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

The childminder works effectively to ensure that she has a secure understanding of children's individual, cultural and religious needs. Children behave well; they gain confidence and self-esteem as they are frequently praised. Respectful behaviour and caring attitudes are reinforced and strategies for managing children's behaviour are appropriate for the children's level of understanding. For example, any squabbles are managed appropriately by the childminder speaking to them gently. Children develop good social skills as they learn to share and take turns when playing with the popular toys. Consequently, children have their emotional needs well met in a calm and child-friendly environment.

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provision

The childminder has made a positive start to her childminding business. She has worked hard since her registration and demonstrates a strong commitment to the development of the children's care and education. The childminder's organisation of her provision is good and she has appropriate procedures in place to ensure children's health, safety and well- being are met. The childminder has a good knowledge of safeguarding issues. She holds useful reference materials to guide her if she should have any concerns about a child, and she fully understands her responsibility to protect children at all times. In addition the childminder carries out safety assessments in her home and for outings to identify and minimise potential hazards to children.

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provision

The childminder effectively organises her resources and her time to ensure that children are fully supported to be independent and therefore, become active learners. The childminder understands her responsibility in meeting the learning and development requirements and uses the Statutory Framework for the Early Years Foundation Stage and guidance documents when planning and assessing activities. The childminder is particularly keen to make the most of children's interests and things that they respond to. She supports children's learning as she engages within their play as well as offering them lots of praise for their achievements.

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provision

Through her self-evaluation process, the childminder is developing a secure understanding of the strengths of her practice. The childminder has positive relationships with parents. Parents have the opportunity to influence the developments of the provision through the regular two-way flow of information and verbal feedback that the childminder regularly gains. She regularly shares information about children's routines and the activities they complete. Parents comment positively on the care and support their children receive. They state that children have settled smoothly and easily and are excited to arrive at the childminder's house. They appreciate the childminder's flexibility and couldn't ask for anything more. The childminder demonstrates a sound understanding of how to work in partnership with others. She can explain how she is able to access a variety of services and how she will work with other agencies to help support 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 EY458617 Local authority Bracknell Forest Inspection number 906422 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 4

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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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