Childminder in Buckinghamshire

Inspection date

Previous inspection date 28/05/2014 11/06/2013

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early years provision

This inspection: 2 Previous inspection: 4 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 form close attachments to the childminder who is professional, warm and caring.  Children make good progress in their learning and development because the childminder plans activities to build on their current interests.  The childminder and parents work effectively together to meet the changing needs of the children.  The childminder has effective systems in place to monitor her childminding service. She reflects on her practice and introduces new ideas to benefit the children and their families.

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It is not yet outstanding because

 Although children have some opportunities to explore some media and materials, the childminder has not introduced a wide range of opportunities to extend further their mark-making skills.  The childminder misses some opportunities to help children to develop their understanding of the world in which they live.

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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 in the lounge and dining room.

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Inspection activities

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

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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.

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Inspection activities

 The inspector took account of the views of parents in letters, e-mails and questionnaires.

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Information about the setting

The childminder registered in 2012 and she lives in Aylesbury in Buckinghamshire. The whole of the ground floor and a first floor bedroom and bathroom facilities of the house are available for childminding and there is a garden for outside play. 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 7.30am to 6pm Monday to Friday except for family holidays agreed in advance. She also offers overnight care as and when required. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is currently minding three children, two of whom are in the early years age range.

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

 encourage children to make marks and explore a wider range of media such as dough, paint, cornflour and water

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

 extend children's understanding of the world; for example, by sharing story sacks and making photographic books about the children's families and familiar things in their lives, and encourage parents to contribute to these.

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who attend

The childminder has a good understanding of the seven areas of learning and she provides a broad range of activities that provide challenging and interesting experiences for young children. Each child has an informative learning journal, which parents have open access to. The journal clearly tracks the children's good progress towards the early learning goals given their starting points and includes photographs and children's art work.

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who attend

The childminder uses open questioning and purposeful dialogue effectively during activities to support children's good communication, language and literacy. Children listen very attentively to a wide range of stories and they lift the flaps and turn the pages of the book. They thoroughly enjoy cuddles with the childminder at this time. Children develop skills for the future as they practise their mark-making using chunky crayons and pencils to draw with. When caring for children learning to speak English as an additional language, the childminder uses key words supplied by parents to help her communicate effectively. The childminder teaches young children basic mathematics through fun activities such as singing simple number songs and rhymes. Children use mathematical language in their play as they count confidently from one to three and name colours and shapes such as stars. Children begin to understand about size as they talk about going to see the 'big big

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who attend

trains'. The childminder encourages them to use positional language such as in and out when posting shapes and fitting puzzles together. These activities also help children to develop hand eye coordination. Children develop good large muscle skills as they push and pull toys, and challenge their skills on apparatus at the park, for example.

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who attend

The childminder teaches children about the world in which they live. Children experience first-hand opportunities to learn to care for living things as they water the vegetables in the garden and feed the ducks in the park. They play with toys and resources, which help them to begin to learn about differences in people. However, the childminder does not extend children's understanding of the world by sharing story sacks or making photographic books about the children and encouraging parents to contribute to these. In order to teach children about technology, the childminder encourages children to chat on the telephone and they press buttons and pull levers on many programmable toys.

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who attend

The childminder plans many good opportunities for children to develop their imagination and creativity. Children enjoy exploring painting and sticking activities, music, songs and rhymes. However, the childminder provides fewer opportunities for children to explore a wider range of media and materials. For example, water, shaving foam and a cornflour mixture. Children are highly engaged in make-believe play, for example, as they feed their dolls, cook cakes and make cups of tea. The childminder successfully helps children to acquire the skills they need for the next stage of learning.

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

The childminder places a strong emphasis on the children's emotional well-being. When the children first start, the childminder offers a gradual settling in process, which enables children to become secure in their surroundings. Parents share information with the childminder to help her meet their child's individual care and educational needs. Children enjoy cuddles and delight in the attention from the childminder as she supports them in their play. The childminder's positive approach and constant praise reinforces their confidence and feeling of self-worth. The childminder provides a good range of toys and resources to support children's all-round development. There is a wide range of nursery furniture such as a high chair, cot and potty to support different ages and stages of development.

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

The childminder teaches children to live healthy lifestyles. Children enjoy fresh air and exercise as they take part in physical activities, both indoors and outdoors. The childminder takes children to visit the local parks and early years settings, which helps to develop their knowledge and understanding of the local environment. The childminder helps children to develop a good understanding of how to keep themselves safe; for example, as they learn to cross the roads safely and practise the childminder's emergency evacuation procedure. The childminder follows young children's individual routines for rest and meal times. She is happy to provide healthy snacks and meals and encourages children to develop independence skills as they feed themselves and drink from a cup. Her home is very clean and she teaches children good hygiene routines such as hand washing. In addition, children use individual towels and bed linen to help prevent the spread of infection. The

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

childminder holds a first-aid qualification to make sure she can manage any accidents appropriately. As a result, the childminder promotes children's well-being successfully.

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provision

The childminder has a good understanding of her responsibilities to meet the safeguarding and welfare requirements. She updates her knowledge of safeguarding and child protection and is fully aware of the necessary steps to take if she has any concerns. The childminder undertakes risk assessments to ensure that children are safe and secure in her home and on outings and therefore, she promotes children's safety well. The required paperwork is organised and maintained to a good standard. For example, the daily attendance, accident and medication administration records.

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provision

Following the last inspection, the childminder took suitable steps to improve practice by acting upon the actions identified. The childminder has a good understanding of her responsibilities in relation to delivering the learning and development requirements of the Early Years Foundation Stage and works in partnership with parents to support children's learning at home. She monitors the children's good progress and is fully aware of the need to carry out the progress check for two-year-old children.

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provision

The childminder reflects upon and evaluates her childminding service well. She is fully aware of her strengths and areas for future development. Parents and children are encouraged to share their views about the childminder's service and the childminder acts upon any suggestions. The enthusiastic childminder attends training courses to extend her childcare knowledge and skills, which therefore benefits the children. The childminder demonstrates a good capacity to make continuous improvement.

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provision

The childminder establishes effective partnerships with parents and carers. Parents speak highly of the childminder and their comments include 'we continue to be impressed by her efforts in providing a safe and secure environment. He is thriving in his development and we cannot underestimate the childminder's contribution to this process'. Parents also state that they appreciate the information shared through the children's daily diaries. Children clearly enjoy the quality time they spend with the childminder.

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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 EY454026 Local authority Buckinghamshire Inspection number 963514 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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