Childminder in Buckinghamshire

Inspection date

Previous inspection date 08/10/2013 13/06/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder is warm and caring towards children. This approach helps children to settle quickly with the childminder and build trusting relationships with her.  The childminder is knowledgeable and confident about how young children learn. This enables her to plan and deliver a range of good quality learning experiences to deliver the educational programmes, so children make good progress in their learning and development.  The childminder encourages all children to make choices about what they would like to play with, which supports their independence and self-confidence.

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It is not yet good because

 The childminder does not maintain good hygiene standards in all areas that children use, which does not consistently promote their good health.  The childminder does not always identify and minimise all risks to children. As a result children safety is not always assured, although no child has come to harm.  The childminder's self-evaluation is not thorough enough; therefore, it does not identify all areas for improvement in her provision.

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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 children's activities indoors.

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Inspection activities

 The inspector looked children's assessment records, and discussed their progress with the childminder.

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Inspection activities

 The inspector reviewed documentation and discussed self-evaluation and improvement plans with the childminder.  The inspector spoke to parents and took note of information that parents' provide.

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Information about the setting

The childminder started in 1991 and registered with Ofsted in 2001. She lives on a farm in Wooburn Moor, near High Wycombe, Buckinghamshire. Children have access to the kitchen, playroom, bathroom and hall way. There is a fully enclosed garden available for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. Currently, there are four children on roll and of these three are in the early years age group. The childminder also cares for older children before and after school. The childminder holds a National Vocational Qualification in Childcare and Education at level 3. The family keeps two dogs and a cat.

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must:

 ensure that all potential risks to children's safety are indentified and minimized, with particular regard to glass jars

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must:

 ensure good hygiene procedures are followed consistently, particularly in the maintenance of the kitchen, to continually promote children's good health and to set them a good example in hygiene practices.

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

 review the self-evaluation process to continually identify the setting's strengths and areas for development.

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who attend

The childminder is knowledgeable about how young children learn. Additionally, she has good knowledge of the educational programmes and she differentiates them well for older and younger children. She is skilful at providing learning and development opportunities that are in keeping with children's individual stages of development; for example, she engages warmly with babies. She knows that her positive responses to these children encourage them to develop their communication skills and promotes their emotional well- being. She understands the importance of routines for very young children. However, she is flexible in tailoring the routine to suite their moods. For example, she knows that after a morning of outdoor activities babies are hungry and tired; therefore, she brings their mealtime forward.

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who attend

The childminder knows that meeting young children's individual needs are central to promoting their personal, social and emotional development. The childminder's positive response to babies helps to calm them, builds their trust in the adults who care for them and affirms their individuality. The childminder develops young children's physical needs well. For example, she provides opportunities for babies to roll, crawl and stretch daily, in doing so she encourages very young children to increase their mobility, in preparation for their next stage of development.

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who attend

The childminder knows that as children progress from pureed to lumpy foods, they are also exercising the muscles they will use for speech and language. The childminder plans and supports children to take responsibilities for some tasks that are in their capabilities. She identifies clear learning intentions for activities. For example, she allows time for pre- school aged children to learn to put on their shoes and coats. She knows that she supporting these children to promote their self-care confidence and independence, as well as fostering an 'I can' attitude in readiness for school.

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who attend

The childminder's ongoing observational assessment of children's play gives her precise information to develop activities for each child. This assessment enables her to plan effectively for each child's next step in learning; as a result, she provides appropriate challenges for individual children. The childminder shares children's interests, and uses what she knows about them to extend their learning. For example, she uses children's liking for vehicles to compare sizes, discuss similarities and differences.

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who attend

Children learn to share and take turns as they play games with the childminder and their friends. The childminder uses these opportunities to develop children's understanding of mathematics, as they add and subtract with low numbers. As children enjoy music, she uses these activities to develop their listening skills. She uses children's pretend play to develop children's communication and language skills and understanding of the world. For example, they talk together about their pretend play, they learn to put their thoughts into words and share their ideas with others. The childminder is supporting children to continually build on what they know in readiness for school.

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

Children are contented in the childminder's care. She gives them her time and attention, and meets their individual needs well. She works closely with parents to settle children and this eases children's separation from their parents. The childminder finds out about children's likes and parents' preferences and this enables her to provide activities and resources that are familiar to them from the start. The childminder sets the expectation for information sharing with parents and shows them that she values their input in children's learning from the start. Together they identify children's starting points and this gives her a solid foundation on which to build children's learning. The childminder works closely with parents to make sure that they provide children with healthy and nutritious foods. She follows parents' guidance and manages children's dietary needs properly. The childminder treats children as individuals and she is supporting all children to make good

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

progress in their learning and development. This promotes equality well because children are learning that it is important to always do their best, and this prepares them well for school.

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

The childminder takes some effective steps to promote children's understanding of the importance of healthy lifestyles; for example, she works closely with parents to make sure children eat well and she ensures children get plenty of fresh air and exercise. However, she does not manage hygiene standards in all areas of the home well. For example, hygiene standards in the kitchen are not good enough; this does not promote children's good health or set a good example for good standards of cleanliness in food preparation areas.

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

The childminder takes some suitable steps to minimise risks to children and to make them aware of personal safety. For example, the home is secure; she supervises children suitably, and she maintains the vehicles in which she transports children properly. Further to this, the childminder helps children to develop their understanding of some dangers, for example, as they participate in activities outdoors and in the community. However, her risk assessment is not robust. There is some low level glass in children's reach, glass jars in the porch, which has the potential to compromise their safety.

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

The childminder uses suitable methods to manage children's behaviour. She discusses behaviour management with parents and uses positive methods that are in keeping with children's development stages. For example, she makes sure that children have ready access to a wide range of good quality resources. The childminder is experienced at intervening positively to redirect children and this helps children to learn to manage their behaviour well.

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provision

The childminder does not meet all of the requirements for safeguarding and welfare, although no child has come to harm. The childminder makes sure she makes good arrangements to promote the learning and development aspect of the Early Years Foundation Stage. She does not extend the same precise standards to the safeguarding and welfare aspects of her practice. For example, her risk assessments do not identify all potential risks to children's safety, which is a breach of requirements. This inspection was prompted as a result of concerns raised to Ofsted. An unannounced visit took place at which it was identified that only verbal and not written permission was obtained for children to participate in outings. Written permission is now obtained. She does not maintain good standards of hygiene in all areas of her home, for example, in the kitchen. Here, high chairs are not always cleaned thoroughly after children have had their meals.

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provision

Parents provide children's ready prepared meals, so the risk to children's good health is reduced. Nevertheless, these oversights mean that the childminder does not always do what is necessary safeguard well. The childminder does not meet the requirements for the Childcare Register. Even so, she has secure knowledge of the child protection element of safeguarding. She knows what to do if concerns arise about children's well-being and she is confident to take action. Additionally, she fully aware of the Local Safeguarding Children Board's procedure and she keeps the necessary information readily accessible. The childminder maintains the required documentation, including attendance and accident records.

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provision

The childminder has a good understanding of the educational programmes and she has good systems in place for the delivery and monitoring of this area of her practice. All children are making good progress in their learning, development and readiness for school. The childminder's systems to evaluate her practice in order to improve the quality of her provision is not robust For example, she does not realise that arrangements of hygiene in her home is not good, or that there is a weakness in her assessment of risk to children. However, she shows a willingness to drive improvements; for example, since her last inspection, she has achieved a relevant NVQ at level 3. She has recently attended child protection training and shows good knowledge about this area. She engages fully with parents and supports them to extend children's learning. The childminder maintains open communication with other education professionals, such as staff at the local pre-

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 make sure that the premises and equipment used for the purpose of childcare are safe and suitable for that childcare (compulsory part of the Childcare Register)  make sure that the premises and equipment used for the purpose of childcare are safe and suitable for that childcare (compulsory part of the Childcare Register)

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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 116507 Local authority Buckinghamshire Inspection number 932122 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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