Childminder in Buckinghamshire

Inspection date

Previous inspection date 17/06/2014 Not Applicable

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 Children build secure attachments with the childminder, so they are happy in the surroundings, and show pleasure in their play and interactions with the childminder.  The childminder has a secure understanding of how to promote children's health and safety. Safeguarding procedures are robust and risks to children are minimised, so children play in safe environments.  Children are generally well behaved because the childminder uses consistent house rules, and discussions well to support their understanding.

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It is not yet good because

 The childminder does not make precise observations and assessments of children's progress so she can identify children's stages of development to plan what they need to learn next effectively in order to monitor the progress children are making.  Self-evaluation does not identify clear priorities and plans for improvement, in order to drive improvement of her practice well.  The childminder does not provide a sufficient range of resources to allow children good opportunities to explore technology.

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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 and the childminder.  The inspector examined documents, some policies and children's folders.  The inspector read testimonials from parents.

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Inspection activities

 The inspector had a tour of the areas of the childminder's home used by the children.

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Information about the setting

The childminder registered in 2013. She lives with her husband and two children in a house in the village near Amersham in Buckinghamshire. There are local facilities, such as, the village shop, school, pre-school and play park. The whole of the ground floor, including the kitchen/diner, lounge and toilet, of the childminder's home is used for childminding, with facilities for children to sleep situated on the first floor. There is a garden available for outdoor play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She holds a relevant early years qualification at level 3.

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must:

 ensure the organisation of observation and assessment of each child's progress is undertaken against all seven areas of learning, taking account of children's starting points and stages of development, and use the assessment information to identify and plan what children need to learn next in order to monitor children's progress well

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

 improve upon self-evaluation to clearly identify and prioritise targets for improvement that incorporates the views of parents and children

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

 enhance the programme for understanding the world through extending the range of resources to provide children with good opportunities to develop their understanding of technology, including through using technological toys.

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who attend

The childminder has been caring for children for a short period at the time of inspection. She implements the learning and development requirements suitably, in order to guide the development of children's capabilities. The childminder uses observations of play, and assesses what children do, to understand their interests. She understands the requirement to complete the Early Years foundation Stage progress check at age two years. However, the childminder's observations and assessments are not precise enough to link closely to the early learning goals to plan and monitor children's progress well. She does not have a clear enough understanding of children's levels of achievement in order to plan what they need to learn next well enough.

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who attend

The childminder shares information about children's care and learning with parents on a daily basis by way of discussions and diaries. She welcomes their involvement in children's learning and this positive approach helps children to experience continuity between their parents' and the childminder's care. The childminder obtains information about children's favourite activities and needs at the start of the placement. She subsequently uses this information to aid the settling-in process. This means children feel sufficiently at home to explore their new environment and learn through play.

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who attend

The childminder has suitable teaching skills. She provides an appropriately organised environment so that children can readily help themselves to some toys and resources. This arrangement helps to develop their independence. The childminder plays alongside the children interacting appropriately. For example, she asks appropriate questions to provoke their learning. She introduces new vocabulary during children's play, such as numbers when she counts the bricks while building towers. This approach develops children's use of language for communication through her ongoing discussions and interactions. The childminder rightly places emphasis on developing children's communication and language skills, ready for the next stage in their learning.

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who attend

The childminder considers children's interests suitably. For example, she provides a selection of suitable resources to extend children's interest in play that reflects their lives, such as pretending to cook. Doing this helps children sustain their play, so they develop concentration. Children look at books for enjoyment, which encourages their early literacy skills. The childminder encourages children to imitate sounds, such as 'moo' and 'baa' when they play with the pop-up farm, so they begin to learn about their world and practise making sounds too. The childminder provides children with regular opportunities for physical activity, such as when they enjoy dancing while listening to music. The childminder provides a variety of play-based activities each day that reflect the seven areas of learning, however, there are few resources which encourage children to explore early technology, to help them learn about this aspect of their world.

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

Children form close bonds with the childminder and are very comfortable and at home in her care. This emotional security means they settle well. This is owing to the range of information shared by parents regarding children's routines and home-lives. These communications allow the childminder to value and include the children within the setting and they form a sense of belonging as a result. Parents provide photo books of people special to the children which they share with the childminder. This effectively aids settling- in arrangements from the children's home into the childminder's care. They are happy in their surroundings and show pleasure in their play and interactions with the childminder. The childminder treats children with kindness and respect, and her well-organised routines help young children to feel secure and confident while in her care. The childminder provides safe surroundings in which children have the freedom to move

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

while being kept safe. She teaches children to gradually recognise dangers and the potential consequences of their actions. For example, children are told why it is not appropriate to climb and jump on the furniture. The childminder's house rules are discussed regularly to remind children of her expectations. Children learn to behave well because the childminder is calm and consistent in the way that she approaches behaviour management. She gently reminds children about sharing and being kind to one another. She is positive and offers lots of praise to develop children's self-esteem and this helps them to feel good about what they do. Consequently, young children are learning to take account of their own needs and those of others, and behave well.

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

The childminder teaches children the basics of how to lead a healthy lifestyle. They enjoy regular walks in the fresh air, plus visits to the park and local woods for more physical play. These outings promote children's continuing fitness and well-being. Children are provided with a good range of meals and snacks, which are healthy, balanced and nutritious, such as fresh fruit and vegetables. Fresh drinking water is readily accessible, which ensures that children are not thirsty. Children learn effective hygiene routines because the childminder acts as a good role model. The childminder ensures that her home and resources are clean and, from an early age, children learn good personal hygiene routines. For example, they have their hands wiped before snack, which helps to prevent the spread of infection and to maintain their good health.

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provision

Since registration, the childminder has worked hard to develop her childminding practice. She has a general overview of the educational programmes and experiences required to help children progress towards the early learning goals. The childminder is enthusiastic and eager to develop her practice further. She reflects on the quality of her provision to decide where improvement is needed and has recently sought parental feedback to help her do this, although it is too soon to see any impact on the provision for children. However, clear priorities and plans for improvement have not been identified, in order to drive improvement well.

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provision

The childminder successfully implements the safeguarding and welfare requirements. Clear procedures are in place for identifying children at risk and liaising with the appropriate agencies. This ensures that children are well protected and given high priority at all times. The childminder completes regular safety checks and has a range of written risk assessments in place to ensure all risks have been identified and minimised, helping to protect children's safety. Children participate in regular fire evacuation drills so they are beginning to be aware of their own safety and the steps to take in the event of an emergency. The childminder supervises the children well and completes detailed risk assessments of her home. As a consequence, steps are taken to ensure that hazards to children are kept to a minimum. For example, the premises are secure, and a safe barrier prevents children from having unsupervised access to the upstairs. The childminder has

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provision

developed a good range of written policies and procedures, covering different aspects of her care, such as a safeguarding children policy and behaviour management procedures. Each policy supports the effective management of her provision and is shared with parents.

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provision

The childminder establishes positive relationships with parents. For example, she welcomes parents input in the daily diary to provide continuity of care. She understands the importance of developing positive relationships with other professionals and early years providers involved in supporting the children's care and education.

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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 EY470628 Local authority Buckinghamshire Inspection number 949992 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 3

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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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