Childminder in Buckinghamshire

Inspection date

Previous inspection date 17/07/2014 14/09/2010

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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

 The childminder supports children's progress effectively through her meaningful activities and effective interaction with them.  The childminder sets out toys and activities so that they appeal to children and so that they encourage them to actively explore and investigate.  The childminder supports children's understanding of behaviour expectations through fair and consistent boundaries.  Positive partnerships with parents and other early years settings means there is consistency in meeting children's care and learning needs.

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It is not yet outstanding because

 The childminder at times does not always fully support older children's self-care skills, such as consistent opportunities to practise drinking from an open cup.  The large amount of toys and resources available to children means that they may overlook some.

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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 inspectors observed children's play and activities indoors and outside.

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Inspection activities

 The inspector spoke to the childminder at appropriate times about her work and interacted with the children present.

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Inspection activities

 The inspector viewed the indoor and outdoor areas of the home used for childminding.

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Inspection activities

 A selection of written policies, procedures, children's records and the childminder's written self-evaluation were sampled as part of the inspection.

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Inspection activities

 The inspector took account of the views of parents through written feedback from them and parental questionnaires.

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Information about the setting

The childminder registered in 1997. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult son in Chalfont St Peters, Buckinghamshire. The childminder uses the whole of the ground floor of the house for childminding. The childminder's front garden, which can be securely enclosed and her enclosed rear garden are available for outside 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. The childminder provides a service throughout the year at times arranged with parents. She is currently caring for five children in the early years age group who attend on a part- time basis.

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

 enhance children's self-selection of resources, for example, by providing a 'choices' book showing pictures of the range of toys available

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

 enhance children's self-care skills at mealtimes by providing open cups for older children.

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who attend

The childminder gains good information from parents about their children on entry to her setting. These enable her to establish children's starting points securely and plan for their ongoing progress. The childminder carries out regular observations and through these identifies what children find easy or more challenging. This enables her to understand the support children require to promote their progress effectively. As a result, the childminder is able to tailor her support to the individual children's needs to enable them to make good progress in relation to their starting points. The childminder shares the children's progress records and the next steps in learning she identifies with parents. She encourages them to share information about their children's learning experiences at home. This means there is a consistent approach to supporting children's learning.

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who attend

The childminder provides effective interaction with children and a good quality of teaching. She asks questions that stimulate children's thinking skills and encourages them to talk about their ideas. The childminder skilfully weaves into her interactions with children questions and support for children's learning that engages them as they have fun. For example, while children make cakes using the sand she encourages them to count out 'big' spoonfuls of sand and then water to mix together. She provides different sized measuring spoons that support children's understanding of mathematical concepts. Once the mixture is spooned into cake cases the childminder encourages the children to count how many they have made. Children and the childminder then observe what has happened to the sand and water in the bowl, reflecting on children's experiences of visiting the seaside. This activity provides a wide range of support for children's learning

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who attend

as they work together, talk about their prior experiences, use their imaginations and actively develop their mathematical and physical skills. The childminder positively encourages children in using letters sounds to form words, giving praise and encouragement to children to persevere with spelling out simple words. As a result, children are ready for the next stage in their learning, such as starting school.

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who attend

Children develop a good understanding of how things work as they explore how old mobile phones open and close. The childminder introduces new language and mathematical understanding as children explore the phones and understand how they open and close differently. This supports children's good understanding of modern technology. They use the phones imaginatively as they pretend to talk and hold imaginary conversations. Children develop an effective understanding of the world. The childminder celebrates different times of the year including cultural and religious dates. She provides resources that reflect diversity to raise children's positive awareness of the wider world through their natural play, such as role play with dolls and reading books. Children learn well about how to care for living things. For example, they visit the garden centre to buy seeds to grow flowers for the butterflies they raise from caterpillars. As a result, children

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who attend

develop a secure understanding of life cycles.

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

The childminder provides good settling in procedures to support parents and children. She gains information about children's individual needs in order to support them securely. For example, she keeps to babies home sleep routines, which provides a familiar day for them. The childminder forms caring and positive relationships with the children, which values them as individuals. This promotes children's feelings of being safe and secure in the childminder's care. The childminder supports children in preparing emotionally as they move on to school, such as encouraging discussions about starting school. She takes children on the school run to the local school, which enables those children starting there to become familiar with the routine and the school premises.

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

Children's behaviour is good. The childminder positively reinforces children's acceptable behaviour, for example, by praising them for their kindness to each other. She promotes sharing and turn taking with the toys and resources. Children develop a good sense of responsibility as they help to tidy up. They develop confidence and good levels of self- esteem as the childminder warmly praises children for their efforts and achievements. Children learn about their safety as the childminder reminds them of the boundaries, such as when on outings to stay close by and to hold her hand when crossing the road. The childminder has a large range of good quality resources. The childminder sets some of these out to make the learning environment welcoming and inviting to children. For example, in the shade in the garden the childminder sets out blankets and resources that cover all areas of learning. There are resources and activities that invite children to play

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

and explore, such as a tray with sand, pebbles and dinosaurs. The other resources available are stored carefully on shelves and in clear plastic boxes stacked on top of each other in the garage. Children with the childminder are able to help choose what they would like to have out to play. Due to the large quantity of resources in view of the children, they may overlook some toys and resources as currently there is no alternative way for them to make choices.

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

Children enjoy playing in the garden and have plenty of space to move freely around. They go out for walks and visit the parks, which encourages their physical activity to promote their good health. The childminder follows good hygiene routines for herself and the children. She has pictures of good hygiene practice in the toilet to support children's understanding of the routines to follow. The childminder provides healthy meals and snacks to children. These encourage children to develop healthy tastes, such as eating wholemeal toast and drinking water. The childminder does not consistently encourage older children to drink from an open cup to enable them to develop their self-care skills fully. The childminder and children have social mealtimes sat around the table. She encourages babies to develop self-feeding skills so that they become independent at mealtimes.

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provision

The childminder has a good understanding of her responsibilities to meet the requirements of the Early Years Foundation Stage. She demonstrates a secure understanding of safeguarding procedures including those to manage allegations should they arise. The childminder has written policies that cover safeguarding, allegations and the use of mobile phones and cameras. In addition, she displays information and contact numbers for the Local Safeguarding Children's Board on her notice board, which is available to parents. The childminder demonstrates that she understands the importance of managing risks and dangers to children to promote their safety. She carries safety resources with her on outings, such as wrist straps in case she should need them for the children. The childminder regularly practises the evacuation procedure with the children. As a result, children develop a secure knowledge and understanding of what they need to do in the

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provision

The childminder monitors children's progress by referring to development guidance. This enables her to establish if children are making progress in line with age related expectations or if they require further support or challenge. She carries out required assessments of children's learning, such as progress checks for two-year-old children. The childminder works closely with other early years settings children attend and shares information regularly with them about their learning. In addition, she gains information about their planning including topics and themes. These measures help her to promote continuity in children's learning.

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provision

The childminder accurately assesses her service and practice. She gains parents feedback informally and formally through written questionnaires and takes good account of children's views and ideas. The childminder has successfully addressed the action and recommendation set at her last inspection. She undertakes further training, which helps her develop her knowledge and understanding in order to support children effectively. In addition, she meets locally with a group of other childminder's to share good practice as well as to provide group based activities for the children to benefit from.

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provision

Parents receive good information about the childminder's service and their children. The childminder provides effective communication through ongoing feedback about their children's time with her and their progress. She shares her written policies with parents so that they understand her service well. Parents comments are highly complimentary about the childminder, for example, one states the childminder is 'dedicated to the children she looks after'.

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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 107864 Local authority Buckinghamshire Inspection number 813330 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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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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