Childminder in Buckinghamshire

Inspection date

Previous inspection date 19/05/2014 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

 The childminder successfully works with parents and other early years professionals in order to ensure children have good learning experiences. This means that children make the best possible progress in their learning.  The childminder forms strong relationships with children so they are emotionally secure which helps them to develop social awareness and begin to build their own friendships in her care.  The childminder prioritises safety ensuring children have a safe environment to play in. She promotes children's awareness of their own safety as they begin to develop independence.

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It is not yet outstanding because

 The childminder does not always let children manage new tasks for themselves and sometimes steps in to assist too quickly so they do not develop their skills through practising.

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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 activities undertaken by the children and the childminder.  The inspector discussed childcare practice with the childminder.

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Inspection activities

 The inspector sampled documents in relation to children's learning and development, safeguarding and those relating to training, support and skills.

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Inspection activities

 The inspector took account of parents' views through their written comments on feedback information.  The inspector took account of the childminder's self-evaluation.

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Information about the setting

The childminder registered in 2013. She lives with her husband and infant son in a ground floor flat in Aylesbury, Buckinghamshire. The whole of the flat is available for childminding and there is an enclosed garden for outdoor play. The childminder walks to local schools to take and collect children. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She currently has two children on roll in the early year's age range.

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

 strengthen opportunities for children to practice new skills such as climbing steps.

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who attend

The provision is good because the childminder is able to demonstrate that she plans educational programmes across the different areas of learning. When working with very young children she is particularly focused on the prime areas in order to give them a foundation on which to make progress. The childminder builds children's self confidence by being encouraging, acknowledging their attempts and praising their achievements. She encourages children's understanding of language and promotes the use of language through the activities she plans. For example, she uses ongoing, descriptive commentary and frequently plans singing and rhyming into the day. The childminder listens carefully to children and responds to their non-verbal communications. She provides lots of opportunities for children to be physically active. Children practice walking skills by pushing buggies and walkers across the room. In addition, they have plenty of space to

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who attend

run around and let off steam outside. children learn to negotiate steps and enjoy a range of toddler sized resources to support their physical development.

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who attend

Learning takes account of children's individual age and ability and focuses on child- initiated play. The childminder shows a secure knowledge of the curriculum and how this should be planned to support children's learning. She identifies the children's next steps and plans for these within their play. The childminder has strong partnerships with parents and talks to them about their knowledge of their children's development. Early observations also help her to establish children's starting points. The childminder provides parents with a daily journal, keeping them informed of children's welfare and the activities they particularly enjoy. Her observations are linked well into the early learning goals which demonstrate to parents how well children are meeting their targets. In addition, the childminder shares her resources and supports parents' in their understanding of what their children need to do to make progress. With parents' permission, the childminder has

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who attend

worked hard to establish links with the local school where older children attend. She understands the importance of blending their curriculums in order to help children consolidate their learning.

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

The provision is good because the childminder has developed her relationships with parents and children in order to develop trust and help children feel secure. Her settling in process enables the childminder get to know parents and children before they start. Early discussions with parents establishes the children's home routines and things that they like and dislike. This helps the childminder plan for their initial visits and establish familiar routines within her service. The childminder models social skills, providing children with positive examples of how to behave, manage feelings and be kind towards others. Toddlers play alongside each other and the childminder effectively uses distraction to help them manage their behaviour and regular sleeps refresh them. She uses positive language to support them managing their own behaviour, encouraging them to share and take turns. The childminder provides children with opportunities to meet larger groups of

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

children in order to practice their social skills. The childminder promotes children's understanding that the wider community is made up of lots of different people. Toys and resources provide them with positive images of people and their communities. With parents help, the childminder promotes children's understanding of their own cultures by celebrating special events in their lives.

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

The childminder understands how to safeguard children. She has good knowledge of child protection procedures and understands what she needs to do to keep them safe. All adults who have regular contact with children have been checked. The premises both inside and out are well-maintained, child friendly and suitable for children's use. Toys and resource storage units are labelled with pictures, enabling children to make choices in their play. The childminder promotes their understanding of safety by talking to them about how to play safely. For example, she reminds children to take their time when climbing up and down steps and talks them through inappropriate play. However, she sometimes offers help too soon so children have few attempts at these things to become more skilled and confident.

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

The childminder provides some opportunities for children to develop self-care skills and successfully promotes healthy lifestyles. For example, children use wet wipes before they sit down to eat their snacks. Snacks are healthy and nutritious, providing children with energy to be active, interested and engaged in learning. The combination of planned play in both inside and outside spaces provides children with lots of opportunities to explore learning in different environments.

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

Overall, the childminder is effective in working in partnership with parents to ensure that children feel emotionally secure. This enables them to successfully seek out learning opportunities which prepares them for changes as they get ready for new challenges such as going to school.

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provision

The provision is good because the childminder is confident in her knowledge and skills to support teaching and promote learning. The educational programmes that she plans cover a broad range of activities and opportunities to learn. The childminder's observational assessments successfully help to monitor children's development, providing parents with accurate information on children's current learning. The childminder works with parents to establish children's next steps which helps children reach their targets.

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provision

The childminder demonstrates a secure understanding of the learning and development, safeguarding and welfare requirements set out in the Early Years Statutory Framework. She meets these confidently because her policies and procedures help to organise and underpin her service. The childminder seeks to improve her own knowledge and skills by prioritising training. She is interested in parent's and children's views of her service. She regularly asks for parent's feedback to ensure her service continues to meet their needs. For example, her service is flexible, allowing her to match parents work schedules. The childminder has good links with other childminders and welcomes the feedback from her development worker. The feedback that she receives and her own self-reflection of her service helps the childminder recognise her strengths and address any weaknesses. Overall, the childminder shows a commitment towards her working partnerships with

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provision

parents and other professionals. This ensures children receive the support they need through appropriate interventions. As a result, they make good progress in all areas of their welfare and learning.

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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 EY468619 Local authority Buckinghamshire Inspection number 943175 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 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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