Childminder in Milton Keynes

Inspection date

Previous inspection date 26/11/2013 Not Applicable

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early years provision

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

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This provision requires improvement

 Children are emotionally secure and build strong relationships with the childminder.  Children have opportunities to gain social skills because they play with other children at toddler group and after school with other minded children.  Children learn to be independent because they are encouraged to make simple choices and develop self-care skills such as washing hands and feeding themselves.  Children learn good manners through the good example set by the childminder.

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It is not yet good because

 Assessment systems are not robust enough to identify children's next steps in learning to support planning. This means that their overall progress is not as good as it can be.  The learning experiences for children under two years do not successfully support their increasing vocabulary, and encourage them to explore resources and equipment outdoors that challenge them.  Parents are not fully encouraged to share what their children learn at home and contribute towards children's learning at the setting.  The environment does not fully encourage child-initiated play between inside and outside spaces.

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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 the childminder teaching and children learning.  The inspector discussed practice with the childminder.  The inspector read the childminder's self-evaluation.  The inspector read feedback from parents about their views.

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Inspection activities

 The inspector sampled documents in relation to children's learning, safeguarding and welfare.

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Information about the setting

The childminder registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and school age child in Shenley Brookend, Milton Keynes in Buckinghamshire. The whole of the ground floor of the home and the first floor bathroom is available for childminding. There is a garden for children's outside play at the rear of the home. The childminder collects children from local schools. She currently has four children on roll, two of which are in the early years age range. Children attend on a part-time basis.

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must:

 evaluate observational assessments to identify relevant next steps for each child, and use this information to plan future activities to tailor children's individual learning experiences.

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

 extend the learning experiences for children under two years by using the correct language to identify and name things, and encourage them to explore resources that challenge them as they play

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

 create better relationships with parents to encourage them to contribute towards children's learning both in the setting and at home, and share good practice so that there is a two-way flow of information

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

 make better use of inside and outside spaces to offer children opportunities for flexible play between the environments where children can explore, investigate and experience learning differently.

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who attend

Children are familiar with their environment and appear happy and content. They know where toys are stored and are happy to help themselves, dipping in and out of boxes or cupboards to explore their contents. Most play is child initiated. The childminder stays close by and engages children, encouraging their exploration and following where they show interest by modelling play. There is an ongoing monologue between the childminder and children as the childminder talks about what they are doing. Children babble in response and repeat some words they hear. They listen and respond, and use a range of non-verbal communications. However, at times the childminder does not use the correct words and language to name things to help children build their vocabulary and speaking skills. For example, the childminder models language by using terms such as woof-woof or doggie rather than the word dog. The environment encourages children's movement

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who attend

around the ground floor of the property when playing with buggies and pull along toys. However, children do not have regular opportunities to explore, investigate and experience learning differently between the indoor and outdoor environments.

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who attend

The childminder provides activities, which cover all areas of learning. When working with younger children, she focuses on the prime areas, which she knows are fundamental to their development. Initial information from parents about what children can do is limited in some cases. This means that starting points are not always clear, and hinders effective planning. The childminder dates and records spontaneous observations she makes of children. She uses photographic evidence to show parents the activities their children enjoy, and demonstrate where children show interest in activities. However, she is less able to evaluate the learning and identify learning goals and next steps to plan appropriate challenges. The childminder tracks children's development using relevant guidance, but she does not keep this information up to date to ensure its accuracy. This limits the childminder's success in encouraging parents to share any learning from home and

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who attend

contribute to their children's learning at the setting. This also means that planning does not successfully provide children with challenges to promote good progress throughout the Early Years Foundation Stage.

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who attend

Overall, the childminder's teaching, preparation of the environment and resources are adequately prepared. The childminder shares information with parents and encourages them to add comments within children's daily diaries. She talks to them daily. However, she is less confident in sharing ideas or suggestions to help their children, or encouraging their proactive involvement in supporting their children's learning at home.

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

Children build secure attachments and settle with the childminder. The childminder offers them comfort and reassurance engaging them in activities they enjoy. This helps them manage change between their home and the childminder's. Children seek the childminder out using her as an anchor to explore from and return too. They show her the things that interest them and know that she will engage them and model how to play. The childminder shows children by example how to behave. This results in children copying good manners and treating play equipment and the environment with respect. When children come to the provision after school, younger children are encouraged to join in with their games. They begin to learn skills in sharing and turn taking. Opportunities to visit community groups such as toddler sessions help children experience play in bigger group environments. Children are currently at the stage of playing along side others.

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

However, these experiences help them understand that others exist with feelings and emotions of their own. The childminder encourages children to celebrate special events with the other children to help them gain an understanding of the wider world in which they live. Children are appropriately prepared for school as a result of the opportunities and experiences they receive.

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

The childminder maintains children's safety. Children learn to use tools safely such as spoons and forks, and the childminder helps them build up knowledge of personal safety through her timely reminders during their play. The childminder does not always make the best use of the outside spaces. This means children have fewer opportunities to explore and investigate when outdoors, and younger children have less experience of having a go at difficult and challenging resources to build confidence in taking risks. The environment is safe and welcomes children. There are adequate resources for them to play with and they make progress as a result. Overall, children show an independent attitude to self care skills such as feeding themselves, hand washing and making simple choices. Picture aids help them learn about hand washing and foods that are healthy. The childminder is careful to offer children healthy snacks and meals throughout the day. This helps them build

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provision

The childminder has an appropriate knowledge of the Early Years Foundation Stage. However, she does not successfully monitor children's learning and development to ensure that she plans challenging play experiences to help children make good progress in all areas of their learning. Educational programmes are therefore variable when being delivered. Assessment systems lack thorough evaluation, and tracking systems to monitor children's progress are not up to date. This affects how well the childminder plans for children's development and the quality of information she shares with parents.

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provision

The childminder is aware of the safeguarding and welfare requirements, and has information available to help her respond appropriately to a safeguarding concern. She has plans to attend safeguarding training to increase her understanding in this area of children's care. The childminder ensures adults living in the house and those who have regular contact with children have completed appropriate checks.

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provision

The childminder develops her skills through attending short courses and workshops. She is working with her early years developmental workers on quality improvement. As part of this, she has made some initial changes to improve her service. The childminder completes self-evaluation of her practice. She is building a reflective overview of her provision and its strengths. She asks parents for their views, valuing their comments to help her identify what she needs to do next. This helps the childminder to gain an understanding of what she needs to do to improve, and overall, shows a positive attitude to overcoming weaknesses.

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provision

Parents provide the childminder with positive feedback and share that their children are happy and settled with her. Through parents, the childminder is up to date with any developmental information from schools children attend. The childminder is aware of local agencies and understands the importance of working in partnership with other professionals to promote the best interests of 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 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 EY462696 Local authority Milton Keynes Inspection number 921368 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 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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