Mears, Kelly Michelle

Inspection date

Previous inspection date 25/06/2014 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

 Children are well cared for in a stimulating homely learning environment.  Children have fun and enjoy the activities on offer, as the childminder is skilled at engaging with them. As a result, they are making good progress in their learning.  Children are able to explore and investigate confidently as the childminder provides a secure environment, which enables children to feel safe.  The childminder supports children's individual needs well. She establishes good two- way communication with parents through discussion and by effectively using daily diaries.

p.1

It is not yet outstanding because

 Children have fewer opportunities to observe an environment, which is rich in print.  Systems in place to encourage parents/carers to contribute to their child's learning journeys are not fully effective.

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 observed children playing in the childminder's home and observed the interaction between the children and the childminder.

p.2

Inspection activities

 The inspector examined a variety of documents including children's records, the daily attendance register and policies and procedures.

p.2

Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection, during and after activities.

p.2

Inspection activities

 The inspector obtained the views of the parents through available questions and written references.  The inspector gave feedback to the childminder at the end of the inspection.

p.2

Information about the setting

The childminder registered in 2013. She lives with her partner and two children in Bracknell. The children have access to the ground floor of the property for play and children's bedrooms are available for rest. There is an enclosed garden for outdoor play.

p.3

Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is currently caring for six children, of these three are within the early years age range. She also offers flexible before and after school care. The childminder is a qualified nursery nurse and holds a childcare qualification at level 3. The childminder visits activities in the local community and can take and collect children from the local school and pre-school.

p.3

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

 introduce more opportunities for children to see letters and words within their environment to support their development of print carrying meaning

p.3

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

 strengthen partnerships with parents further by providing more opportunities for parents to contribute and share information that promotes children's learning at home.

p.3

who attend

Children are confident and relaxed within the childminder's home. They benefit from the good amount of attention they receive and the knowledge that the childminder has on their individual needs. Children benefit from a warm, loving environment, where the childminder offers a vast amount of praise and encouragement. Children show pleasure within the childminder's company, as they laugh and interact with her as she joins in their play. This shows that the children feel happy and safe.

p.3

who attend

Children make good progress in the care of the childminder. They enjoy self-selecting toys and making independent choices. For example, they obtain dolls and baby equipment to play with and explore. Children have a wide range of opportunities to make and be creative. For example, they explore with chalks on the outside board and have pictures they have created on display. Children enjoy listening to songs in the background and become activity involved in the actions to nursery rhymes as they sing. Their expressive arts and design is encouraged as they make marks with pens, crayons and play and explore media such as glue and sand. This aids children's creativity while supporting their physical skills.

p.3

who attend

The childminder enhances children's vocabulary and communication skills. As she communications consistently to the children, engaging them in conversations and asking a good range of questions. She supports their listening and concentration skills as she reads books to the children and gives the children clear instructions, such as 'can you get your shoes?' Children's mathematical understanding is developing very well, as the childminder supports this throughout every day play. For example, they talk about the coloured pens and chalks they are using and discuss size and amounts of castles they build in the sand pit.

p.4

who attend

The childminder has a secure knowledge of the learning and development requirements and of her observation and assessment responsibilities. She uses the educational publications to support and guide her in progressing children's development and understands her responsibilities for completing the progress check for two-year-old children. However, parents are less involved in identification of these. Despite this, the childminder works very well with children's parents.

p.4

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

Children have developed secure bonds with the childminder, which help them to feel safe and secure. The childminder supports them well to enhance and promote their independence. For example, she encourages younger children to start to put their shoes on and older children to assist with laying the table for mealtimes. As a result, these activities effectively aid the children's readiness for pre-school and school.

p.4

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

Children clearly feel safe in the environment. They are developing a good awareness of how to play safely. This is due to the childminder's consistent communication and clear narrative explanations. For example, when walking to school and toddler group the childminder discusses road safety with the children. She also talks with children about why it is important to hold scissors correctly as they cut play dough. Children behave well and clearly form good relationships with each other. The childminder sensitively promotes positive behaviour as she gently reminds them about the house rules. This effectively helps children to understand the childminder's expectations of their behaviour.

p.4

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

Children have access to a wide range of age appropriate and developmentally challenging toys and resources. The majority of these are stored in low-level boxes and on shelves easily viewable for the children to access themselves or ask for. The childminder adorns the playroom with posters, children's art works and murals. However, there are fewer written labels, to promote children's developing awareness of print carrying meaning and letter recognition. Overall, children are confident to explore the environment freely.

p.4

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

Children gain a strong understanding of healthy lifestyles. They play in a clean, secure and comfortable environment, which is designed to meet their individual needs. The childminder offers good support to the children to enhance their own self-help skills. This allows children to become independent and skilful in maintaining good personal hygiene routines, such as blowing noses and washing their hands. Children enjoy free flow play from the inside to the outside. The garden is well resourced and children benefit from the routine activities outside of the home in the fresh air. Children experience a wealth of learning opportunities in the local environment, such as visiting the look out, attending toddler groups and regular visits to the local parks with the childminder. This effectively develops their understanding of the world, while promoting their physical skills.

p.4

provision

The childminder has a good understanding of her role in safeguarding children. She has detailed policies and procedures, which support her practice and enable her to act in the best interests of the children in the event of a concern. Daily risk assessments are undertaken and help to promote children's safety very well, as the childminder minimises any hazards. She accurately maintains all documentation, including policies and procedures, which are easily accessible and work well in practice. These are freely accessible to parents to review and act upon if needed. The childminder provides an environment that is conducive to the children's learning abilities. She remains with the children at all times, to maximise their safety.

p.5

provision

The childminder is a reflective practitioner and self-evaluates her provision in detail. She is proactive showing her drive for continuous improvement. The childminder gathers parents' views through questionnaires and incorporates their suggestions into her evaluations. This enables parents to feel involved in their children's care. As a result, the childminder demonstrates she is committed to enhancing her provision and promoting further the outcomes for the children.

p.5

provision

The childminder has a secure understanding of the learning and development requirements. She has a good understanding of the importance of liaising with other providers and professionals and does so successfully to support the children. The childminder is highly committed to working in partnerships with parents. She is proactive in ensuring they feel involved in their children's care, by exchanging regular information on their children's day. It is clear from feedback that the parents highly rate the childminder, as they comment the childminder is a 'lovely, calm person' and is 'down to earth, creative and intelligent'.

p.5

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.5

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.6

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.6

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.7

Setting details

Unique reference number EY463868 Local authority Bracknell Forest Inspection number 932808 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

p.7

Name of provider

Date of previous inspection not applicable

p.7

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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.8

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.8

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.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9