Childminder in Slough

Inspection date

Previous inspection date 22/11/2013 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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder is highly sensitive to children's needs and extremely thoughtful in helping children and their parents feel at ease and valued.  Children access a wide range of well chosen toys and resources to support good quality education programmes that cover all areas of learning.  The attentive childminder guides children to become good listeners with a wide range of vocabulary for their age.  Precise and well-organised tracking helps the childminder to keep her expectations for children's learning appropriately high and address any gaps in their learning.  The childminder has a good understanding of her responsibility to meet the safeguarding and welfare requirements and has effective systems to do so.

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It is not yet outstanding because

 The childminder presents interesting and challenging experiences generally but is weaker in supporting children's language for thinking.  The childminder does not share children's next steps in learning fully with parents/carers to help families know how to support their children at home.

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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 a wide range of activities and care routines at the childminder's home.

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Inspection activities

 The inspector reviewed documents relating to safeguarding, training and self- evaluation and checked a selection of other policies.

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Inspection activities

 The inspector sampled documentation, including children's records and preparation for progress checks, the childminder's planning and evaluation documents and information sharing with parents.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day. She reviewed information provided by parents in their responses to questionnaires and read letters from children who attended the childminder's home after school.

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Inspection activities

 The inspector engaged in ongoing discussion with the childminder to assess her understanding of the Statutory Framework for the Early Years Foundation Stage.

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Information about the setting

The childminder registered in 2013. She lives with her husband and three children near Windsor in Berkshire. The downstairs area is mainly used for childminding with access to the first floor for sleeping facilities. There is an enclosed garden for children's outdoor play. Local facilities, including parks, schools and shops, are in walking distance. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She works with an assistant and offers a flexible package of care which includes day care, before- and after-school care and overnight stays.

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

 develop further children's language for thinking by finding 'problems' to fix in pretend play or daily events

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

 extend systems for sharing children's next steps in learning with their parents/carers to further support children to further support children's learning at home.

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who attend

The childminder is good at meeting the needs of the range of children. She provides a relaxing and engaging learning environment where even the youngest children can access a range of toys and play equipment, which meets their individual needs. The childminder organises her large, open plan, living area and playroom well, so that children quickly engage in one exciting learning opportunity after another. They enjoy their learning and make good progress because planning is mostly child-led and organised according to their interests. Toy kitchen and workshop areas give children plenty of scope to develop their imaginations and practise using everyday tools. Children have wonderful opportunities to explore pretend fruit and vegetables, construction materials and small world toys. This kind of activity helps them play with what they know and use their imaginations to develop their stories further.

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who attend

Children play games that help them notice shapes, colours, sizes, numbers and sounds. For example, they develop a good understanding of technology as they press buttons on interactive toys to take pretend photographs and make sounds. The childminder promotes mathematical skills well as young children keep trying to master shape sorters and slot pieces of jigsaw into place. Children draw attention to numbers, letters and pictures on colourful wall hangings and posters. The skilful childminder builds on these opportunities to extend their learning. Simple mark-making materials are in full view to support the younger children's play and development. Older children use a wider and more challenging range of craft materials and resources stored in surrounding cupboards and on higher shelves. Resources are well chosen and plentiful, stimulating all ages of children to explore, learn and be creative.

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who attend

Children develop good listening skills and become competent communicators. The childminder constantly models the language that children need to express themselves. Following and sharing their interests, the childminder extends children's understanding of new words and repeats these frequently in different contexts throughout the day. Consequently, children develop good language and speech skills and make rapid progress in relation to their starting points. The childminder is less consistent at modelling and developing children's language for thinking. For example, the childminder does not always encourage young children to think about what they might sweep up or which brush would be better for the job. Children greatly enjoy sharing songs and stories with the childminder, who provides natural repetition which further enhances their language development and literacy.

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who attend

The childminder keeps well-presented, professional records of children's good progress toward the early learning goals. Working closely with parents, she notes children's starting points and, subsequently, tracks children's achievements across all areas of development. This approach helps her to plan interesting and challenging activities, or fill in gaps in children's experiences, so that all children continue to learn well. The childminder has high standards for herself across all areas of her work with children. As a result, she is constantly improving her systems for monitoring children's progress and raising the quality of the education programmes she offers. The childminder takes photographs of children's activities and presents these as lasting keepsakes for all parents. She works well with parents to prepare them for their children's health visitor reviews through timely preparation of progress checks for two-year-old children. The childminder shares records

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who attend

of children's achievements and plans effectively to move them forward in their learning. However, she is still developing her system for sharing next steps in learning with parents. This means that parents sometimes miss opportunities to become more involved or reinforce children's learning at home.

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

The childminder's care practices are highly effective in helping children feel emotionally secure and ensuring children are physically and emotionally healthy. Children are very happy to enter the warm, family home where there is so much of interest to explore and enjoy. The childminder is highly sensitive to children's needs and extremely thoughtful in helping children and their parents feel at ease and valued. She offers flexible packages of care and frequently adapts to parents' needs to provide continuity of care for children. Parents commend the childminder for her dedication to their children and feel greatly reassured by her support. As a result, children soon form secure emotional attachments to the childminder, extending their experience at home to another safe haven, which they confidently explore.

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

Strong friendships are evident between younger children, who also benefit from the caring and playful attention of older children after school. These experiences expose young children without siblings to the richness of a large 'extended' family gathering, including around the dinner table. All children benefit from the diversity of news and conversation, which also helps prepare younger children for their moves to school. The providing of carefully chosen, home-cooked meals ensures that children eat a healthy and diverse diet. Young children are encouraged to develop independence in hand washing and handling cutlery. Older children help choose what they will eat for tea, which helps them learn how to plan, source and prepare healthy meals.

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

The outdoor play area provides children of all ages with a wide range of climbing and play equipment to challenge their physical development. In addition to enjoying lengthy periods in the fresh air, children also practise managing risks appropriate for their age and learn how to keep themselves safe. The childminder gives the highest priority to keeping children safe, by helping them recognise, understand, avoid or manage challenging situations. Children become highly involved as they practise fire drills regularly and learn about road safety when on outings. These activities help them learn how to respond in an emergency and develop a sense of responsibility around traffic. Children's behaviour is generally very good as they are clear about the boundaries and rules of the home. Children have a strong bond with the childminder, who has high expectations for their behaviour and consistently demonstrates fairness, warmth and responsibility. Children of

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

all ages rise to these expectations and show that they feel safe and comfortable in the childminder's home.

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

The childminder has very good links with the local school where she has experience of working in the before- and after-school clubs. Two of her own children attend the school and her assistant continues to work there on a part-time basis. These links help children move smoothly between home and school and effectively balance relaxation and using up excess energy at the end of the day. These links also support younger children's moves to school as they become increasing familiar with the location, routines and staff at the school. Parents like the fact that younger siblings go to collect their big brothers and sisters from school as this maintains continuity with other days of the week and siblings are pleased to be reunited. Letters from older children in her care list the things they enjoy about going to the childminder's and conclude that 'she is the best person in the world!'

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provision

The childminder has a good understanding of the learning and development requirements and how children learn through play and discovery. She arranges her home so that children can make independent choices and become independent learners. The childminder is particularly organised in all aspects of her work. Her education programmes are well planned and prepared; the resources she uses are well chosen and plentiful, and her tracking of children's progress is clear. The childminder evaluates her routine observations of children's achievements to ensure they progress well across all areas of learning according to their age levels. This evaluation helps her to celebrate children's achievements with their parents and plan how she may help children reach their next steps in learning. It also means that she addresses any gaps in experience so that children can make rapid progress towards appropriate goals. Timely progress checks also provide

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provision

parents with information to share with other professionals, such as health visitors and reception class teachers.

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provision

The childminder is responsible in meeting and maintaining the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a good knowledge of child protection issues so that, if children are at risk, she is able to respond quickly. The childminder uses risk assessments effectively in her home and when preparing for outings. She makes every effort to minimise hazards to keep children free from harm. Parents see the written safeguarding and complaints policies and details for contacting Ofsted so they know what to do if they have a concern. These measures help parents to understand the detail of the childminder's procedures to promote children's safety and welfare. Parents comment that they are reassured by the childminder's diligence and commitment to their children's welfare.

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provision

The childminder builds up good partnerships with the schools children attend and provides flexibility and consistency in care, which parents greatly appreciate. Daily, verbal communication and written diaries passed between the childminder and parents help to keep care practices consistent across settings. Termly questionnaires for parents also give them opportunity to comment on what does, or does not, work well for them. The childminder reviews and updates her practice regularly and increasingly identifies how she intends to improve her services in the longer term. She sensitively cares for all children and has experience in working with children who have social and emotional needs. The childminder's commitment to providing all children with a safe, secure and happy home is commendable. This shows a good capacity for continuous improvement.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY460872 Local authority Windsor & Maidenhead Inspection number 918490 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 10

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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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