Childminder in Bracknell Forest

Inspection date

Previous inspection date 20/01/2014 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 make good developmental progress because the childminder knows them well and responds to their individual needs in a positive way to extend their learning.  Children are happy and settled due to the childminder's warm, caring and attentive approach.  Children develop confidence and a sense of achievement because the childminder joins in their play, shows them how to do things, and gives them time to practice what they have learnt.  The childminder establishes good communication with parents and regularly discusses children's progress, which means they are fully involved in their children's care and learning.

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It is not yet outstanding because

 The childminder does not successfully extend activities and resources to further promote children's sensory development.  The childminder does not share detailed information about children's learning priorities with other settings they attend to promote continuity.

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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 indoor activities in the childminder's home.

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Inspection activities

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

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Inspection activities

 The inspector looked at a sample of documentation, including suitability records and self-evaluation.  The inspector took account of parent's comments within documentation.

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Information about the setting

The childminder registered in 2013. She lives with her partner in a third floor apartment in Camberley, Surrey. Access to the home is via a lift. Most areas of the home, except for a bedroom and the balcony are used for childminding. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder takes children to local parks for outdoor play. The provision operates from Monday to Friday, for most of the year. There are currently three children on roll under eight years, of which two are in the early year's age range. The childminder also offers care to children up to 11 years. She collects children from the local school.

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

 extend the activities and resources to further promote children's sensory development

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

 strengthen communication with other settings children attend, to promote continuity in their learning and development

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

 extend the activities and resources to further promote children's sensory development

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

 strengthen communication with other settings children attend, to promote continuity in their learning and development.

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who attend

Children make good developmental progress because the childminder encourages them to try things for themselves. For example, babies develop control of their movements as they pull themselves up on furniture and play equipment. Children receive challenge in their learning, and develop the skills they need for their future. The childminder's positive involvement in children's play means they are happy and content. They laugh with pleasure as the childminder sits with them and plays interactive games, such as row, row your boat. The childminder uses the internet to source ideas for activities that provide children with variety. For example, children enjoy making and decorating gingerbread people, cooking muffins and creating designs using art and craft resources. The childminder provides adult-led activities as well as plenty of time for children to use resources freely. For example, children enjoy tracing around their hands and arms and

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who attend

using dried leaves they have collected to make trees. They show enthusiasm as they repeat these activities, having accomplished the skills to complete them independently. The childminder does not provide children with regular opportunities to fully explore messy resources and activities to strengthen their sensory development.

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who attend

The childminder talks to children in a positive and encouraging way, and embraces their attempts to copy words they hear, for example, when they press talking battery operated resources with pictures of objects, such as bananas. The childminder has a good knowledge of children's ability to communicate and adapts the way she talks with them to stretch their development. She talks aloud to babies throughout the day and engages in conversation with older children as they talk about their favourite things, such as dinosaurs. Consequently, children are confident communicators and extend their vocabulary. The childminder makes a selection of books accessible, reads children's favourite stories and takes them on regular outings to the library to choose books. In addition, she takes children to a music group every week, where they enjoy watching and hearing other children and adults singing rhymes. Consequently, babies are beginning to

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who attend

practice new skills in the childminder's home as they bang a drum with a stick, and use shakers with bells. The childminder plays nursery rhyme CDs, sings along and holds babies hands, which encourages them to move to the music and experiment as they stand on their toes. The childminder takes children on regular outings each day to a park where they learn to use climbing resources. In bad weather, she takes children to indoor soft play facilities that provide challenge. Older children enjoy practicing exercises they learn at school. The childminder plans to extend this interest by creating structured guidance for them to follow.

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who attend

The childminder completes regular assessments of children's development, which she uses to plan suitably challenging activities. She establishes good communication with parents so there is a two-way flow of information right from the start about children's individual needs and progress. She talks to parents about any changes in children's routines and has a flexible approach to the structure of the day. For example, as babies start to move around more, they are sometimes more tired and need different sleep times. Consequently, parents are fully involved in children's care, learning and development.

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

Children develop confidence and a sense of achievement because the childminder joins in their play in a sensitive and considerate way. She responds to the choices they make and gives them encouragement and time to become absorbed in activities. For example, when she plays music and sings, babies put their hands in the air as they begin to remember and copy related movements. The childminder reassures children by giving cuddles and providing quiet times for them to listen to stories. Children are well behaved and co- operative. They are settled and secure, and often choose to play together as a group. Older children like to help younger children and are excited when they hear them say new words. The childminder has a good knowledge of how children make progress in their personal development. For example, she recognises that babies develop a sense of identity when they see their reflection in a shiny cupboard door, and give themselves a

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

kiss. The childminder has a caring approach and holds babies closely whilst feeding them with bottles of milk.

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

The childminder fully promotes children's good health through regular outings to the local park where they can be active and use large equipment that presents challenge. Parents provide children with healthy meals. The childminder provides additional food if children are hungry, that takes account of their individual dietary needs. Children have a good range of indoor and outdoor resources and activities that promote their enthusiasm for learning. The childminder has changed one of her bedrooms into a designated playroom, and made additional resources easily accessible. Consequently, children show independence and confidence as they move around freely and choose what they want to play with.

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

Children learn about road safety when the childminder takes them to and from school. She reminds them to concentrate and adhere to the rules when getting in and out of her car in the designated car park area. Children are beginning to develop a positive awareness about differences in society. They show enthusiasm as they look at the wide range of accessible books the childminder has. Children regularly play with dolls and play figures that reflect diversity. The childminder plans activities related to cultural festivals, such as making reindeers from junk resources to celebrate Christmas. She plans to extend these activities to include other religious and cultural events. Children move smoothly between the provision and school on a daily basis, because the childminder provides them with good emotional support.

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provision

The childminder has a good knowledge of child protection procedures and the action to take should she have a concern about a child. The childminder supervises children well at all times to maintain their safety and security. She completes regular risk assessments of her premises and outings, and takes action to reduce hazards. For example, she always keeps the front door and balcony door locked when children are present and has clear procedures for getting in and out of the premises, which has communal areas.

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provision

The childminder monitors her educational programmes well. She is keen to attend additional training and looks at information about courses that she can attend in the future. She successfully adapts activities to ensure they have sufficient depth, breadth and challenge, and reflect the needs and interests of children. She works closely with parents to discuss and monitor children's progress and ensure they reach expected levels of development.

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provision

Self-evaluation is good. Since registration, the childminder has extended the play equipment to provide a greater variety for promoting children's development. For example, she provides older children with tweezers and small objects, such as pom-poms to promote their concentration and hand and eye co-ordination. The childminder seeks parent's views and comments about the provision. Documentation seen during the inspection shows they are happy with the care of their children. For example, they say, 'my child always comes home happy and smiley, as well as tired, from a busy and active day' and 'my children love the toys/ equipment provided, and I feel very comfortable they are safe'. The childminder uses a self-evaluation document to reflect on the quality of her provision and to drive improvement. She has clear plans in place to update activity plans with her observations of children's progress, and extend planned activities relating to

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provision

different festivals. The childminder talks to teachers in schools that children attend to identify their individual care needs. However, she does not share information about children's learning priorities to further compliment what they are learning in school to promote a more consistent approach in their experiences.

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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 EY461855 Local authority Surrey Inspection number 925849 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 Number of children on roll 2

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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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