Childminder in Slough

Inspection date

Previous inspection date 09/07/2014 15/02/2011

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early years provision

This inspection: 2 Previous inspection: 3 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 benefit from purposeful play and activities that prepare them well for the next stage of their learning.  Children benefit from an inviting and welcoming environment that supports their learning and enables them to initiate their own play and ideas.  The childminder guides children's behaviour effectively through discussions and encourages their understanding of fairness and turn taking.  The childminder forms positive relationships with the children and parents.

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It is not yet outstanding because

 Links with other early years settings are not fully extended in order to focus more on children's individual learning needs.  The childminder mainly observes children during adult-led structured activities. This does not provide a wider picture of their achievements through child-initiated play and activities.

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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's activities, play experiences and their interaction with the childminder.

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Inspection activities

 The inspector spoke to the childminder at appropriate times about her work and interacted with the children present.  The inspector viewed all areas of the home used for childminding.

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Information about the setting

The childminder registered in 2001. She lives with her husband and two older aged children in Slough, Berkshire. The downstairs only of the childminder's home is used for childminding. There is an enclosed garden for outdoor play.

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Information about the setting

Local facilities are within walking distance, such as, parks, schools and shops. The childminder is able to take children to and collect them from local schools and pre-schools. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder provides a service throughout the year at times arranged with parents. There are currently three children on roll in the early years age group.

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

 enhance partnerships with other settings children attend so that more information about their learning needs are exchanged to promote a combined approach to supporting their progress

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

 build a wider picture of children's progress and achievements, for example, by including more observations of the activities and play they initiate.

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who attend

Children make effective progress in their learning and development in the childminder's care. They benefit from good quality learning experiences that support and prepare them well for the next stage in their learning, such as starting school. The childminder provides good interaction and quality of teaching to support children's learning. She asks questions that help children think and reflect. This encourages them to use their language skills to explain and talk about their ideas. The childminder plays purposeful games with the children that supports their recognition of numbers, aids their counting skills and helps them to match items together, such as colours.

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who attend

The childminder provides well-considered activities, play experiences and outings that support children's learning and progress successfully. For example, outings to toddler groups support children's developing social skills including babies, who have opportunities to observe older children play and to meet other babies, gaining a sense of who they are. Visits to farm parks promote children's awareness of the world around them as they learn about the animals. Children take part in activities, such as making lanterns for Diwali and play with toys that reflect diversity. These raise children's awareness of the wider world. Children take part in planting activities, using spades to fill pots with compost to grow beans. This supports children's understanding of where their food comes from and how to care for living things, such as making sure the seeds are watered.

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who attend

The childminder gains useful information about children on entry to her setting through talking to parents and observing children. As a result, she accurately establishes what children can do already, which helps her to plan for their progress from when she starts to care for them. The childminder makes ongoing observations and assessments that help her to plan effectively for children's next steps in learning. However, she undertakes these mainly on adult-led structured activities, which does not build a bigger picture of children's achievements through their self-initiated play experiences. The childminder monitors children's progress closely by establishing their level of development, which helps her to identify any need for further support or challenge. She uses an 'I talk' programme to support children's communication and language skills and monitors their progress closely with a tracking system. The childminder demonstrates a strong understanding of where

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who attend

children need further support and provides relevant activities and play opportunities to support this. For example, she identifies that a child does not always hold a pen securely and has provided a variety of activities to support this area of development, such as dot- to-dot activities and mark making in sensory materials. The childminder exchanges information with parents about their children's learning and development needs through verbal discussions and encouraging them to view their children's records of progress. She encourages parents to make comments about their children's progress in their records. This helps parents and the childminder exchange information about children's progress and learning needs, which promotes continuity for children.

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

The children form positive relationships with the childminder. They demonstrate they feel confident and secure in her care and home as they chat to her happily, ask her questions and select and set out toys and games independently. The childminder has a secure understanding of children including their individual needs and backgrounds. This enables her to support children effectively. Children behave very well. The childminder provides discussions and guidance to promote their understanding of turn taking and being fair. For instance, as the childminder plays a game, she talks about whose turn it is next. She praises children warmly, which promotes their self-esteem and confidence. The childminder talks about and practises road safety procedures with children. She has a road safety poster with pictures on display in the hall to remind children. In addition, the childminder has also undertaken topics on road safety to enhance children's awareness of

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

Children benefit from a welcoming and inviting environment. The childminder displays children's artwork, which values their efforts. Words and pictures are on display including the children's names at child height. This supports older children's understand that print carries meaning. Toys and resources are carefully stored in labelled boxes with a picture and word, which helps children identify the contents. They make independent decisions about their play as they select the toys of their choice.

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

Children demonstrate they understand the importance of good personal hygiene. They know they need to wash their hands before eating and do this independently. The childminder takes good measures to minimise the spread of infection, such as providing separate hand drying for children. She encourages parents to provide healthy meals for their children and stores these appropriately in the fridge to keep them fresh. The childminder encourages babies to develop independent self-feeding skills by providing them with a spoon to hold. Children use the garden with toys and equipment to support their physical development and they visit parks. This enables them to use a variety of different types of play equipment. As a result, children benefit from fresh air and physical activity to strengthen their bodies.

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provision

The childminder demonstrates a secure knowledge of her responsibilities to meet the requirements of the Early Years Foundation Stage. For example, she maintains regulatory paperwork, such as records of children's attendance, accidents and medications in line with the requirements. The childminder has effective written risk assessments that cover her home and outings. These identify potential risks and hazards to children and the actions she takes to minimise these and are reviewed periodically. The childminder uses appropriate safety equipment, such as safety gates to promote children's safety in her home. She regularly practises the evacuation procedure with the children and makes logs of the success of these. These measures promote children's safety and well-being in the childminder's care effectively. The childminder demonstrates a good understanding of safeguarding issues and the possible signs and symptoms that would raise her concerns

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provision

about children's welfare. She securely understands her responsibilities to children's well- being and the steps to take in the event of concerns arising about children's welfare. This promotes the safeguarding of children.

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provision

The childminder has a secure understanding of her role in supporting children's learning and development. She monitors their progress and identifies the next steps in their learning consistently. The childminder completes required checks for two-year-old children to identify their progress and steps to support children further. She shares information with parents on an ongoing basis to promote a consistent approach to supporting children.

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provision

The childminder keeps up-to-date with required training, such as first aid. She attends childminding meetings and gains advice and support from the early years development team, which she implements to make improvements. This helps to support and develop her practice to promote children's care and learning needs successfully. In addition, she gains feedback from parents and children to help develop and target improvements further. The childminder has addressed the action and recommendations set at her last inspection. Parents receive and have access to good information about the childminder's service, such as written policies and information on display. The childminder develops good partnerships and communication with parents. She uses a variety of methods to exchange information with parents on an ongoing basis, such as using a written diary for a baby, texts and daily verbal discussions. As a result, the childminder consistently meets children's individual

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provision

needs. The childminder has links with other early years settings children attend. She complements the themes and activities children take part in at these settings in her care through discussions and additional activities. However, currently there is little focus on exchanging information about children's individual learning needs to support this more consistently.

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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 EY217997 Local authority Slough Inspection number 814393 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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