Childminder in Buckinghamshire

Inspection date

Previous inspection date 14/07/2014 13/07/2011

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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 are extremely happy and content in the childminders care and form warm and close relationships with the childminder which promotes their well-being.  Children's early physical, social and communication skills are effectively supported through purposeful, interactive play and learning and good daily routines.  Children's welfare is promoted because the childminder demonstrates a good understanding of her responsibilities with regard to safeguarding and child protection. She ensures the home is risk assessed, and supporting policies to keep children safe are in place.  There is a good understanding of both the children's care and educational needs and both are met well. As a result, children make good progress.

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It is not yet outstanding because

 The childminder has not fully involved parents to contribute to their child's learning record by sharing children's achievements at home.

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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 had a tour of the areas used for childminding.  The inspector examined a selection of documents, policies, and children's records.  The inspector discussed the childminder's self-evaluation and improvement plan.  The inspector observed children and the childminder.  The inspector took account of the views of parents.

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Information about the setting

The childminder was registered in 2010. She lives with her partner and two young children in a house in High Wycombe in Buckinghamshire. The childminder uses the ground floor for childminding and sleep facilities are on the first floor. There is a fully enclosed 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 may care for a maximum of four children under eight years; two of whom may be in the early years age range. The childminder has a relevant early years qualification.

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

 encourage parents to contribute to their child's learning records and to share relevant information related to their child's experiences at home in order to promote continuity of education.

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who attend

Children enjoy their time in the childminder's care and are very happy and active learners. The childminder talks knowledgeably about the children she cares for and demonstrates a good understanding of how to support their learning and development. As a result, she provides an interesting environment where children are enthusiastic and motivated to participate. For example, they enjoy exploring sensory activities such as pasta and oats and discussing how the pasta feels. Consequently, children enjoy their learning and make good progress.

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who attend

Since the last inspection, the childminder has developed her observation and assessment of children's abilities and next steps so they provide a robust overview of children's learning. At the start of a placement, the childminder carefully plans introductory visits for the child and gathers information from parents about the child's abilities, likes and dislikes. This helps to inform her record of the child's starting points and the next steps she identifies in the early days of a child's attendance. The childminder captures children's ongoing learning and development through observations and records of progress, which are used effectively to plan for their next stages of development. As a result, children are making good progress towards the early learning goals in readiness for the next stages in their learning. The childminder works closely with parents and shares ongoing information regarding children's progress and achievements by using verbal communications and a

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who attend

daily diary system. The childminder promotes children's language development by encouraging them to listen to stories, sing songs and by enthusiastically talking to children about what they are doing during their play. She sensitively responds to their attempts at new words, modelling language and providing extra vocabulary. As a result, children's achievements are valued and the childminder supports their communication and language skills effectively. There are lots of opportunities for children to develop their physical skills as they climb on the slide and rock back and forth on the see saw. The childminder promotes counting skills at every opportunity to introduce numbers in children's play for even the very young children and visits to the farm allow children to gain an understanding of the world around them.

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who attend

The childminder has actively engaged with the process for progress checks for children at age two, identifying children's progress in the prime areas. She ensures that parents are included in this process and is aware that other professionals are included, if there is a need, in order to ensure next steps are clearly identified to help children make good progress. The childminder then plans for children to develop the necessary skills in readiness for school.

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

Children settle well in the childminder's home and demonstrate warm and caring relationships with her. They show confidence and security as they freely move around selecting toys and resources. The childminder enthusiastically praises children for their achievements both big and small. For example, she praises young children for sharing well as they play alongside each other in the playhouse and praises a child as he repeats a new word. As a result, children have raised levels of self-esteem and feel valued.

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

The childminder supports children's good health and hygiene effectively. Children learn about health and hygiene through activities and daily routines. Children enjoy daily opportunities to spend time outdoors in the fresh air, which promotes their sense of well- being. Children receive a variety of healthy meals and snacks, which are freshly prepared and include fruit and vegetables each day. Discussions the childminder has with the children helps to encourage positive eating habits. The childminder sensitively supports children's developing independence by encouraging children to feed themselves and to gain independence with self-care skills, such as blowing their own nose. She reminds children to wash their hands after using the toilet and before eating. As a result, children are learning good health and hygiene practices.

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

Children are developing an age appropriate awareness of safety and how to keep themselves safe. For example, children learn about road safety during outings and how to keep themselves safe in hot weather. Children explore their own community. They visit the library, toddler group and the local farm to help support their understanding of the world around them. These activities and the range of play materials, and puzzles which reflect positive images of diversity, help children to learn to respect people who are different from themselves. Close links are also developed with the local schools as the childminder takes and collects children in her care. This provides opportunities for children to develop their social skills and become familiar with the local school premises. This helps to prepare children for the move on to school when the time comes.

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provision

The childminder works extremely hard to create a setting that is welcoming, stimulating and safe. She has a good understanding of her responsibilities to meet the requirements of the Early Years foundation Stage. She is fully aware of the safeguarding and welfare requirements and ensures her policies and procedures meet these requirements. The childminder has a sound understanding of the signs that may cause her concern. She fully understands the importance of her role in protecting children. She understands the importance of keeping clear records of any concerns she may have and quickly accessing help and advice should that become necessary. Risk assessments for the home and outings are robust. The premises are secure, safety gates are in place and the childminder supervises children at all times. The childminder practises regular fire drills with children and as a result the children are safeguarded well and learn how to keep

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provision

The childminder has addressed the areas requiring improvement identified at the last inspection. She is well-organised and has ensured she complies with all aspects of the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder regularly observes children's abilities and uses these to inform her teaching and planning the next steps in children's learning. They are making good progress and are inquisitive, active learners. The childminder monitors children's progress against national guidance to identify any gaps in learning. The childminder is continually reflecting on her provision to see how she can make activities and the general organisation better for the children she cares for. She has involved parents in the review process to ensure their ideas are also incorporated. The childminder is committed to developing her own skills and attends regular courses to help her achieve this. This has a

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provision

positive effect on the childminder's knowledge and the services she provides for families.

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provision

The childminder is proactive in building good partnerships with parents. Good communication develops through providing information to parents, such as the childminder's policies. Parental feedback demonstrates how communication with the childminder is good. She talks with parents each day and provides a daily diary, which sets out children's care needs and activities undertaken. Parents are encouraged to provide information about their child which helps the childminder ensure continuity in the children's care between the home and the setting. However, there is scope to develop further arrangements with parents in order for them to contribute to children's learning records, and further enhance continuity in children's learning.

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provision

The childminder understands the importance of forming links with other provisions and professionals to ensure a coordinated service for any children she cares for when the need arises. This ensures that no child is disadvantaged and all children have their needs met well.

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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 EY414755 Local authority Buckinghamshire Inspection number 845140 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 4

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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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