McAllister, Elizabeth Clare

Inspection date

Previous inspection date 18/07/2014 22/07/2011

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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 happy and settled because the childminder has developed secure relationships with them. This develops their confidence to explore and learn through play.  The childminder demonstrates secure knowledge related to safeguarding, which means children are kept safe.  The childminder has established good partnerships with parents. As a result, parents are well-informed and involved in their child's learning.  The childminder has a proactive attitude and implements changes to improve her professional practice.

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It is not yet outstanding because

 The childminder has few resources to positive reflect cultural diversity to enhance children's understanding about diversity.  The outdoor area and resources are not as challenging and motivating as the indoor environment.

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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 took account of parents and carers written views provided by the childminder.  The inspector observed activities in the childminder's home.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector sampled documentation including the childminder's policies, qualifications and suitability checks.  The inspector reviewed children's development records.

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Information about the setting

The childminder registered in 2011 and lives with her son in Bracknell, Berkshire. All areas of the premises are used for childminding. There is a fully enclosed garden for outdoor play. 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 two children in the early years age group. The childminder is prepared to take and collect children from local schools.

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

 increase resources that reflect cultural diversity

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

 enhance resources to provide more challenging learning opportunities in the outdoor environment.

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who attend

The childminder provides a warm and welcoming environment for children where she organises activities and experiences that meet children's needs effectively. The childminder focuses on the interests of children and as a result, children are motivated to learn. The childminder is able to extend children's learning. For example, playing with construction blocks becomes a project to build an aeroplane. She effectively engages and questions children about their designs and ideas. The resources are at children's level and therefore they can easily access these for themselves. This promotes their freedom of choice and independence. The childminder routinely observes the children and uses her assessments to identify the next steps in their learning. She works closely with parents to gather information about children when they start. For example, she finds out about their interests, routines, abilities and achievements. As a result, the childminder is able to plan

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who attend

The childminder interacts warmly with the children and promotes their communication and language skills through meaningful conversations. The childminder provides age- appropriate learning activities. She provides sensory materials for babies and toddlers to explore and spark their curiosity. The childminder takes the children on visits to the local parks where children have access to natural resources. She provides flowers and leaves for babies to explore textures, smells and shapes. She extends learning for older children by introducing new vocabulary, for example, by providing the names for flowers such as 'Rhododendrons'. The childminder introduces early mathematics with babies through singing nursery rhymes and counting objects. She introduces concepts of time to older children using numbers on the face of a clock. The childminder demonstrates good quality teaching.

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who attend

The childminder provides daily access outdoors where children are able to practise their physical skills such as balance and spatial awareness through ball games and manoeuvring bikes and scooters. However, the outdoor environment does not provide the same level of challenging activities as the indoor area. Children with English as an additional language are welcomed and encouraged to develop their confidence through sensitive and effective communication. The childminder plays games with babies, such as finding parts of their body when she names them. This develops early language, personal social and emotional skills in young children. Children begin to develop their early writing skills and pencil control as the childminder provides them with crayons, pencils and paper. This prepares children well for the next stage of their learning.

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

Children are very comfortable and settled in the childminder's home. The childminder develops secure relationships with children and supports parents well to settle their children with her. For example, she carries out home visits and provides settling-in sessions. This helps children's emotional and physical well-being. Parents' comments include praise for the way the childminder works with the families and how their children are always happy to see her.

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

The childminder rewards the children with lots of praise for their efforts and achievements. This increases children's self-esteem and confidence. The childminder is a good role model for the children as she provides good examples of positive behaviour. She encourages them to use 'please' and 'thank you' appropriately. As a result, children are kind to each other and well behaved. The childminder adapts her approach sensitively to manage behaviour using positive strategies. For example, she provides clear explanations of expected behaviour for older children and she uses distraction for younger children. As a result, children are developing a very good level of confidence and are making good progress in their areas of learning.

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

The childminder prepares children for moving on to other settings through discussion and strategies to encourage independence. For example, children are independent in self-care skills, daily routines and talk excitedly about going to school. As a result, children are prepared for future learning.

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

The childminder helps children keep themselves safe. They regularly talk about road safety and practise fire drills. The childminder promotes children's awareness and understanding of a healthy lifestyle. They have daily opportunities to take walks and play outside. This increases their physical skills and they benefit from fresh air and exercise. The children have free access to their water bottles and are reminded to drink regularly in warmer weather. The childminder implements good hygiene routines and children learn to wash their hands before and after meals, and after going to the toilet. As a result, children's health and well-being is well supported.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding requirements of the Early Years Foundation Stage. She demonstrates a secure knowledge of safeguarding processes and can identify signs and symptoms that might cause her concern about children's welfare. Her knowledge is underpinned with a clear safeguarding policy that includes relevant and current contact numbers. The childminder carries out daily safety checks in her home before children arrive. She takes effective steps to maintain safety in her home through risk assessments of her home and any outings.

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provision

The childminder meets all the welfare requirements. Her policies are shared with parents and they sign to confirm they have read them. The childminder's policies also emphasise the importance of inclusion and the need to celebrate diversity. However, the resources in the environment do not effectively reflect cultural diversity and further enable children to learn about different ways of life. The childminder has a sound understanding of her responsibilities to meet the learning and development requirements. She uses her knowledge of children's development to assess children's progress, and provide activities to progress children's next steps for learning. The childminder uses children's interests to effectively plan to meet their individual needs in each area. This means that she is able to monitor the educational programme effectively to intervene and take action to address any gaps in children's learning.

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provision

The childminder regularly reflects on her practice, she takes account of parents' views and can identify areas of strengths or weakness to develop her professional practice. This demonstrates her capacity to improve provision and outcomes for children. The childminder places emphasis on parental involvement in children's learning and has established good partnerships with them. She gives parents verbal and written feedback about their child's learning, informing them daily about their routines and activities. This means that parents feel involved and as a result has a good impact for children's continuity of care. The childminder has developed systems to work in partnership with other early years settings that children may attend through sharing information.

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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 EY423487 Local authority Bracknell Forest Inspection number 845316 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 2

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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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