Cooper, Sarah

Inspection date

Previous inspection date 09/01/2014 21/04/2009

p.1

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

p.1

This provision is good

 Children make strong attachments to the childminder and her assistants, which promotes their personal, social and emotional development well.  The childminder has a good understanding of how children learn and develop, which enables them to make expected ongoing progress within their developmental range.  The childminder establishes trusting relationships with parents and information is shared to meet the children's welfare requirements effectively.  The childminder is very keen and enthusiastic; she monitors her childminding service to make continuous improvements for the children.

p.1

It is not yet outstanding because

 Although the childminder supports children's literacy well this could be extended, for example, through the use of puppets and props.  Children enjoy playing outdoors, however they do not have access to a wide range of materials and resources to further ignite their ideas and play experiences.

p.1

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

p.2

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.

p.2

Information about this inspection

The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed activities in the lounge and dining room.

p.2

Inspection activities

 The inspector spoke with the childminder, her assistants and children at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector looked at the childminder's self-evaluation form, a selection of policies, parent consent forms, children's records and the childminder's observations of children's activities.

p.2

Inspection activities

 The inspector took account of the views of parent's spoken to at the inspection and feedback given in letters and cards.

p.2

Information about the setting

The childminder registered in 2005. She lives with her husband and two children. The whole of the ground floor of the house is available for childminding and there is a garden for outside play. The family has two dogs and two cats as pets. The childminder walks or drives to local schools to take and collect children and she attends the local pre-school groups. The childminder's provision is open all year round from 7.30 am to 6 pm Monday to Friday except for family holidays agreed in advance. The childminder works with two assistants. There are six children on roll, all of whom are in the early years age range. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register.

p.3

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

 use visual materials, such as props and puppets, to encourage children to take part in story time and to develop their literacy skills further

p.3

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

 extend the range of outdoor materials and resources so children can further explore and develop their ideas.

p.3

who attend

Children are very happy and relaxed in the care of this kind and caring childminder and her assistants. The childminder has a good knowledge and understanding of how children learn and develop. She finds out all she can from parents to help her to plan well-balanced activities using the children's interests. The childminder has effective systems in place to assess the children's progress and to identify their next steps for learning. Each child has an informative learning journal which contains the childminder's observations of the children during their play. The childminder refers to relevant guidance to help her judge how children are progressing in their learning and development given their starting points.

p.3

who attend

The childminder helps children to develop good speaking and listening skills by planning story, song and rhyme times. During the activities the childminder and her assistants supervise children effectively and give children time to explore ideas, ask open questions and introduce new vocabulary to challenge children's thinking. For example, children enjoy discussions about dragons during a drawing activity. Children talk about the dragon having small and big wings, the number of legs he has, whether he is friendly and suggest what toys the dragon might like to play with. Children enjoy looking at books and listening to stories, although the childminder does not further this interest; for example, by using puppets and props to illustrate the story. Children have fun making marks with their fingers in different textures such as shaving foam and lentils. This also gives opportunities for them to practise their early-writing skills.

p.3

who attend

Children develop good physical skills as they push along toys, ride tricycles, crawl, climb and slide on apparatus. However, they have fewer opportunities to select from a wide range of materials and resources to further promote their own ideas in the childminder's garden. Children enjoy outings to the park and pre-school groups which broaden their experiences of their local community. They learn to care for living things as they feed the ducks and grow sunflowers and runner beans. Children find out about other people's beliefs. For example, as they make dragons for Chinese new year. Children develop good hand eye coordination and find out how things work as they press, push and twist buttons on various toys such as toy telephones and musical keyboards.

p.4

who attend

Children's interest in early mathematics is encouraged through posting shapes, fitting puzzles together, constructing with bricks and building the train track. In the sand and water play, they begin to explore measurement as they fill and empty containers and when cooking they weigh out the ingredients. Children thoroughly enjoy being creative as they paint, stick and make things with recyclable materials. The childminder and her assistants use effective teaching techniques, such as demonstrating cutting with scissors, to help children achieve. Children use their imaginations as they play musical instruments and engage in role play experiences with medical sets and dolls. The childminder helps children to become curious learners and she prepares them well for the next stage of their learning.

p.4

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

Before children start, they spend time with their parents playing at the childminder's home. The childminder uses this time to observe the children and she finds out all she can by talking to parents about their child's individual needs. The settling arrangements enable the childminder, parents and children to get to know each other really well. Therefore, this successfully eases children's move into the care of the childminder. Children are very well- behaved and they respond positively to the consistent praise and encouragement offered by the childminder and her assistants. As a result, they develop positive self-esteem and confidence and enjoy their time in their care.

p.4

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

The childminder and her assistants successfully create a very welcoming and secure environment for children. The childminder provides a good range of furniture and equipment to meet the different ages and stages of children's development. The childminder promotes equality of opportunity and inclusive practice. She meets the individual needs of the children sensitively and effectively, including for any unplanned incidents. Therefore, she is able to successfully meet their individual needs as they arise.

p.4

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

The childminder places a high priority on children's health which she recognises as an integral part of their overall well-being. The childminder's home is very clean, spacious and maintained to a good standard. The children learn important messages about hand washing and eating a healthy diet. Well established personal hygiene routines minimise possible cross-infection; for instance, children have individual flannels and bed linen. The childminder provides all food for children and ensures they enjoy healthy food and snacks. Throughout the day, the children help themselves to their bottles of water when they are thirsty. They experience sociable meal times when they sit together and learn good manners. Children also learn about healthy eating as they join in cooking activities and talk about foods which are good for them.

p.4

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

Good procedures are in place for dealing with and recording accidents and medication administration. The childminder helps children to learn about keeping themselves safe. Children learn about road safety, practise the emergency evacuation procedure and learn to use tools such as scissors safely during art and craft activities. Children get plenty of fresh air and exercise whatever the weather. They develop their physical skills as they explore apparatus at the park. Therefore, the childminder fully promotes the well-being of the children.

p.5

provision

The childminder is very organised and she is fully aware of her responsibilities in meeting the safeguarding and welfare requirements. This includes her responsibilities with regard to the role of her childminder assistants. The childminder works with her husband as her full-time assistant and she also employs another assistant. All adults have undergone relevant suitability checks to ensure they are suitable to work with children. The childminder has good knowledge of safeguarding and she is very clear about the procedures to follow if she has concerns. All of the required paperwork is securely in place and maintained to a good standard. For example, the childminder demonstrates that she has parents' written permission for the full-time assistant to take sole charge of the children at times. The childminder and her full-time assistant hold a valid first aid qualification to make sure they manage any accidents appropriately. The childminder has

p.5

provision

an effective risk assessments procedure in place to enable children to play safely on the premises and on outings. The childminder and her assistants closely supervise the children at all times. As a result, children are safeguarded.

p.5

provision

The childminder is very aware of her responsibility to deliver the learning and development requirements. She uses ongoing assessment very effectively to monitor children's progress and the information gathered helps her to identify what she needs to do to help the children to achieve their next goal. The childminder fully understands her responsibility to carry out the progress check for two-year-old children and supply a short written summary of their child's development.

p.5

provision

The childminder has good systems in place to monitor the effectiveness of her provision through self-evaluation, parent feedback, talking to the children and monitoring her childminding assistants' practices. She has a good capacity for continuous improvement because she has high expectations of herself, the assistants and the children. She keeps up to date with necessary changes and continually attends training courses to enhance her knowledge and skills for caring for children.

p.5

provision

The childminder and her assistants work closely in partnership with parents to keep them fully informed about the children's individual needs. Effective systems are in place for communicating with parents. For example, younger children have a daily diary in which the childminder reports on their routine and activities. The childminder provides very comprehensive progress reports for parents which are significantly linked to the early learning goal outcomes. Parents also receive text messages and photographs of their children playing. Parents' comments at the inspection indicate that they are very happy with the service their children receive.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY315198 Local authority Milton Keynes Inspection number 946750 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 9 Number of children on roll 6

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10