Robbins, Lynsey Phillippa

Inspection date

Previous inspection date 06/02/2014 Not Applicable

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder does not demonstrate a secure understanding of the learning and development requirements. Children do not make suitable progress in their learning because her teaching methods fail to promote children's learning adequately.  Planning does not meet the developing needs of the children and the range of activities on offer does little other than occupy the children in their day.  Children's learning is not monitored, assessed or evaluated. Limited or inaccurate information is shared with parents and others. This does not support learning.  The childminder does not adequately evaluate her service, which impacts poorly on the level of support children receive. She has failed to complete a record of attendance; she has not registered as a food business and she has a poor regard to teaching children good hygiene practices or supporting them to be active learners.

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It has the following strengths

 There is a suitable range of resources indoors and outdoors that enables children to make choices in their play. Children are well settled and have positive relationships with the childminder and each other.

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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 playing and looked at areas of the premises used for childminding purposes.

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Inspection activities

 The inspector discussed children's progress and the childminder's planning. Safeguarding policies and procedures were also discussed and small sample of policies and some records relating to the children were viewed.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and spoke to the children present.  The inspector took into account documents provided for parents.

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Information about the setting

The childminder registered in 2013. She lives in Maidenhead, Berkshire with her husband and their two young children, one of whom is school age. She is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. There are five children in the early years range on roll. The children mainly have access to the ground floor for play. Toilet facilities are on the first floor. There is a garden for outdoor play.

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must:

 develop appropriate skills and knowledge of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage in order to implement the seven required areas of learning for children

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must:

 assess the individual needs, interests and stages of development of each child by working with parents and others, such as school teachers, and use this information to plan challenging and enjoyable experiences for each child in all of the areas of learning

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must:

 improve observation of children to understand their level of achievement, interest and learning styles and reshape learning experiences for each child, reflecting those observations

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must:

 promote children's independence skills further, for example, by increasing their awareness of the importance of hand washing before eating

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must:

 make the following information available to parents and/or carers: how the Early Years Foundation Stage is being delivered in the setting, and how parents and/or carers can access more information; the range and type of activities and experiences provided for children, the daily routines of the setting, and how parents and carers can share learning at home

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who attend

The childminder does not demonstrate a secure knowledge and understanding of the learning and development requirements in order to ensure that children's progress is being monitored effectively. The childminder has failed to gather information about children's starting points in their learning on entry, or make observations of the children in their play. Tracking of children's progress is also not undertaken and next steps in children's learning are not identified. This means that the childminder does not identify how to help children move forward within their learning or engage parents in the process. She shows some understanding of the progress check for two-year-old children and the purpose behind this assessment, but has yet to implement this.

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who attend

Although children enjoy coming to play at the childminder's home, there is very little focus on promoting learning outcomes because this is an area that the childminder is less clear on herself. The childminder takes interest in what children say and responds promptly to their questions to promote their communication skills. For example, she sometimes helps children to count and helps them with their developing language skills as she occasionally repeats back words and phrases that they say. However, teaching styles used by the childminder are generally directive and this approach is not promoting children's learning well.

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who attend

Planning is not responsive to children's learning needs and activities on offer have little in the way of established learning intentions. For example, the childminder gets the play tent and tunnel out for the children. The children rush inside but the childminder does little else to help them enjoy their play or extend their understanding of concepts, such as inside and outside. She does not encourage them to take in additional resources, such as books or small world toys to help develop their imaginations. This means that the children soon abandon this activity and move to the next and very little is gained from this experience. Interactions between the childminder and the children are on the whole friendly and she is generally on hand while they play. For example, she sits with children and responds to them while they play, helping them share toys or directing their attention to new resources. However, children occupy themselves with the toys on offer rather than

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who attend

have good opportunities to engage in well-focused and motivating activities. This means that they do not make sufficient progress in their learning. Overall, the educational programmes do not cover the different areas of learning or offer appropriate challenge.

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

Children have formed positive relationships with the childminder and have settled in well. They are familiar with each other and enjoy playing alongside their friends. The childminder has established a settling in period that helps new children adjust to her home and allows for them to gain a sense of security as they leave their parents for the first time. The children's behaviour is generally good and the childminder deals with minor conflicts in a positive and supportive manner. For example, she reminds the children to share and take turns as she uses distraction well with younger children to manage minor conflicts. This means that children can play safely and use resources with respect. Resources are organised to support children's independence. They are stored in clearly labelled boxes and dressing up and imaginative play resources are attractively organised. A good mix of natural resources compliments the varied range of small world and

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

electronic toys offered to the children, who self-select and lead their own play in the playroom environment. The childminder has yet to extend children's learning into the garden area which is not currently used to good effect to support children's learning.

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

Children have appropriate opportunities to play outside in the fresh air. They are encouraged to be physically active as they walk to the park and local school as the childminder does not use her car for childminding. Younger and less mobile children have opportunities to learn new skills as they discover how to balance. They are gaining confidence in their early walking as they use a wooden trolley to balance and take their first steps. Younger children rest according to their needs as the childminder organises her day to accommodate their home routines. A suitable sickness policy is in place and the play spaces in the home are clean and well maintained.

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

The childminder offers a range of meal options which suitably teach children the benefits of a healthy diet. A snack is provided by the childminder each day and water is always available. However, the childminder is yet to help children develop their understanding of good hygiene routines as they are not reminded to wash their hands before their snack which is important as they develop their independence. In addition, she has not yet registered as a food business to ensure that she meets the Food Standards agency requirements. The childminder states she has not had any accidents yet and will implement a system to record these should the need arise. The childminder attends local toddler groups to give younger children the opportunity to play and interact with others. These skills prepare children adequately for the next stage in their learning.

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provision

The childminder has begun caring for children without carrying out an effective self- evaluation to ensure she is fully prepared to meet children's welfare and learning needs. Although she has attended an approved local authority course, this has not prepared her suitably for her role in supporting children's learning. In addition, she is unable to demonstrate what progress children are making or how she will support them further. The childminder is unable to discuss whether children are developing in line with expectations and as a result, she is unable to provide an informed assessment of children's learning to parents. Her lack of understanding of the areas of learning means that teaching and the educational programme are not always accurately matched to children's changing learning needs. This affects children's well-being and opportunities for future learning.

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provision

The childminder has a basic awareness of child protection and what she would do if she was worried about a child in her care. She has some written policy documents to support this which provides her with brief details of who she should contact as a result of a concern. Risk assessment procedures are adequate and the childminder supervises the children appropriately. She discusses how visual risk assessments and checks are used to identify aspects of the environment that need to be checked on a regular basis. For example, a safe barrier prevents children from having unsupervised access to the stairs, dangerous substances are made inaccessible to children and the premises are secure. Some required documentation such as contact details of children in her care are maintained, but the childminder does not keep a record of children's attendance as she was unaware that she was required to do this. This is a breach of the safeguarding and

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provision

welfare requirements for the Statutory framework for the Early Years Foundation Stage and does not meet the requirements of the Childcare Register. A further limited selection of documentation is available, but some of this is out dated and does not support her current practice.

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provision

The childminder is beginning to develop partnerships with other providers who deliver the Early Years Foundation Stage. For example, she has made use of some information that has been shared with her from a child's previous childminder to build on her prior learning. However, this is has not been used to good effect as the childminder has only added a few observations of her own to this record and has not made use of the information to plan or provide a better range of experiences for this minded child. Limited information is provided to parents. Daily diaries are kept which detail children's sleep times, some daily activities and their food intake. These are shared with parents, along with a mix of verbal discussions and text messages. However, this information sharing does little to secure the parents involvement in their child's learning. Currently, partnerships are only focussed on promoting continuity of care but not learning. For

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provision

example, the policy that she provides to parents on how she supports learning does not contain references to the current learning and development requirements; this gives parents incorrect information. Therefore this does not provide them with good quality information about the childminder's responsibilities to meet the learning and development requirements, or how she will promote the progress their child makes. There are ineffective procedures in place to work in partnerships with others supporting children who share their care between more than one setting, for example school. The childminder has not made sufficient attempts to gather information from other early years staff and to provide a shared and consistent approach to supporting children in her care.

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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:

 keep records of the following and retain them for a period of two years: a daily record of the names of the children looked after on the premises and their hours of attendance (compulsory part of the Childcare Register)  keep records of the following and retain them for a period of two years: a daily record of the names of the children looked after on the premises and their hours of attendance (voluntary 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 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 EY464464 Local authority Windsor & Maidenhead Inspection number 927926 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 5

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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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