Childminder in West Berkshire

Inspection date

Previous inspection date 17/03/2014 Not Applicable

p.1

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

p.1

This provision is good

 The childminder effectively supports children to make good progress in their learning and development.  The childminder takes children on a wide range of outings and walks in the fresh air, helping children to explore the local community and develop healthy lifestyles.  The childminder attends appropriate training to stay up to date, develop her own experiences and continues to develop her knowledge and skills to promote better outcomes for children.  Children's welfare is promoted through many positive practices and procedures, which help to ensure that all individual children are fully considered, valued and kept safe.

p.1

It is not yet outstanding because

 The childminder does not consistently help strengthen children's mathematical understanding of numbers, calculation and counting through everyday play and routines.  Children experience fewer opportunities to explore a range of items and real objects as props, to support role play and their own storytelling ideas.

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 voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector spent time observing the childminder in the main room and the kitchen.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector samples children's observation records, a selection of policies and children's records.  The inspector took account of the views in several parents' written references.

p.2

Inspection activities

 Feedback took place with the childminder about the outcome of the inspection and the recommendations raised.

p.2

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 two children in Newbury, Berkshire. Childminding takes place downstairs mainly with sleeping facilities in one room upstairs. She is currently looking after six children within the early years age range. Children attend on different days and times. The childminder is able to take and collect children from local pre-schools and schools. Children have access to the garden. The family has fish, a cat and rabbits as pets.

p.3

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

 develop the educational programme for mathematical development by increasing opportunities to talk about maths in everyday play situations and daily routines

p.3

who attend

Children make good progress in their learning and development. The childminder finds out all she can from parents to help her to provide well-balanced activities. The childminder has effective systems in place to assess the children's progress and to identify their next steps for learning. She joins in with children at all times to support and extend their play and learning appropriately.

p.3

who attend

Children make very good progress in their communication and language and in literacy. The childminder uses effective teaching techniques such as open questioning and makes suggestions to extend their thinking. The childminder repeats single words so young children can hear them clearly and they are able copy these. Young children respond enthusiastically to the childminder's very warm and gentle interactions. They show an interest in books and in particular those that make sounds. Young children enjoy lots of cuddles and show they feel secure as they snuggle in the tent with the childminder when sharing their favourite stories together. Children make various sounds and babble excitedly in response to the childminder chatting to them during play. They develop good eye contact and listen attentively.

p.3

who attend

The childminder supports and fosters children's personal, social and emotional needs well. Children have a good sense of belonging within the setting, their work is valued and their pictures are attractively displayed. Older children are developing their personal independence skills to become responsible and independent individuals. The childminder engages in playful interactions with children, as they play. For example, she increases their problem-solving skills as they fit puzzles together and use a variety of construction toys. However, the childminder does not regularly extend this into other everyday practical situations and routines, to consolidate children's learning in all aspects of mathematics. Nonetheless, the childminder generally supports children in their learning by naming and reinforcing colours and shapes. For example, as they compare different glitter stickers, such as heart and stars. Young children enjoy decorating a plant pot for 'Mother's Day'

p.3

who attend

and more able children enjoy sticking and colouring with different materials and making their own creations. Electronic and interactive toys are used to introduce children to simple modern technology. Good opportunities exist for children to build, paint and explore various media such as chalk, play dough and water which help them to develop their creative skills. Children engage in many worthwhile activities to develop their knowledge and understanding of the world in which they live. They care for living things, for example, as they help to feed the childminder's fish. The childminder works effectively to ensure that she has a good understanding of children's individual, cultural and religious needs. A range of activities, toys and resources help children to appreciate difference, for example, dressing up clothes, books, small figures and dolls to reflect diversity, disability and positive images. Outings to the parks, toddler groups and the library further enhance

p.4

who attend

the children's first hand learning experiences.

p.4

who attend

The childminder promotes successful partnerships with parents. They are informed about many aspects of their children's care, well-being and what they have been doing within the setting. She engages parents in discussions, daily diaries and shares children's learning journals regularly. The childminder also encourages parents to comment or share information about their children to support their children's progress. Overall, the childminder helps children to acquire the knowledge and skills they require for moving on to the next stage of their education.

p.4

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

Children build secure relationships in a welcoming, fun and calm environment. They develop a warm bond with the childminder and this contributes to them feeling happy, safe and familiar within the setting. For example, children readily sit with her for cuddles on the sofa looking at books together and demonstrate how safe they feel in her care. The childminder initially gathers relevant information about children in order to provide continuity of care. Children's welfare is effectively promoted through every day routines. They confidently move around their surroundings and independently make choices from the resources and activities on offer. The childminder positively responds to the children's attraction to alternative toys or activities. She follows their interests; for example, children show great pleasure in climbing in and out of the toy car with their baby doll. They enjoy being pushed around as if they were off on a journey.

p.4

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

The childminder is close at hand to give clear and consistent guidelines about how to play safely. Children's understanding of how to keep safe is reinforced throughout many routines, as they learn how to use resources effectively and safely. The environment is safe and children are learning how to keep themselves safe. For example, children are involved in discussing or practising the emergency evacuation drill where safety is reinforced. Children behave well; they gain confidence and self-esteem as they are frequently praised. Respectful behaviour and caring attitudes are reinforced and strategies for managing children's behaviour are appropriate for the children's level of understanding. For example, they learn the golden rules to use kind hands and gentle voices and develop social skills that will stand them in good stead for their future.

p.4

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

Effective procedures are followed by the childminder to help ensure the health of children. For example, children learn about healthy eating practices as they eat a varied and nutritious diet and discuss healthy choices. Children are encouraged to be active as they make regular trips to the local school to pick up children. They play outside in the garden or at local parks and enjoy using a variety of resources, which help to develop their muscle strength and coordination. Younger children are able to rest and relax when they need to throughout the day.

p.5

provision

The childminder's organisation of her provision is good and ensures that children receive care which is safe and reliable. She has worked hard to put in place the requirements of the Statutory Framework for the Early Years Foundation Stage. The childminder has a good knowledge of safeguarding issues. She holds useful reference material to guide her if she should have any concerns about a child and fully understands her responsibility to protect children at all times. Documentation required for the safe and efficient management of the setting is in place. A range of written policies and procedures are in place and followed by the childminder to ensure children's welfare is effectively safeguarded. Children's safety is further promoted through the childminder's use of effective risk assessments to reduce hazards.

p.5

provision

The childminder is very aware of her responsibilities in meeting the learning and development requirements, to enable her to monitor children's' progress. Children play in an attractive and homely environment. They use a good range of resources that meet their specific stage of learning and development needs. Children are presented with a good range of play opportunities from which they gain sufficient pleasure and learning. The childminder is particularly keen to make the most of children's interests and things that they respond to. She uses her assessments of children's progress to plan a good range of activities and experiences that have clear links to all areas of learning.

p.5

provision

Through her self-evaluation process, the childminder is developing a thorough understanding of the strengths of her practice. She demonstrates a good commitment to providing strong quality care and education, as she regularly reflects on aspects of her childcare practice, to highlight areas requiring some improvement. In addition she has accessed extra training opportunities, for example, to enable her to increase her knowledge and understanding of children's language development and to strengthen positive behaviour management.

p.5

provision

The childminder has positive relationships with parents and regularly shares information about children's routines and the activities they complete. She seeks advice from other professionals to ensure she continues to offer good standards and thereby continually improving the outcomes for all children. The childminder is developing effective partnerships with other professional's and early years settings that children attend. Through parents' references, it is evident that they are very satisfied with the childminder. They praise the childminder for her friendly and professional care, the way children are developing; and the detailed daily reports about what children have been doing. Parents' also state that the childminder provides a safe, calm and organised environment. They are happy that they receive lots of photos and videos of their children. Another comment states that 'the childminder is extremely welcoming and her home cooked food is very

p.5

provision

tasty as children never come home hungry'.

p.6

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

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 EY467340 Local authority West Berkshire (Newbury) Inspection number 934607 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 6

p.8

Name of provider

Date of previous inspection not applicable

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