Childminder in Buckinghamshire

Inspection date

Previous inspection date 17/07/2014 Not Applicable

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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

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This provision is good

 Teaching within this childminding provision is strong. The childminder has a good understanding of the early year's foundation stage and this helps her plan successfully to support learning.  The partnership with parents and other early years professionals is secure. The childminder uses these to help her plan according to children's abilities and interests.  Children successfully develop positive relationships with the childminder and this helps them grow in confidence, self assurance and learn socially acceptable behaviour.  The childminder has good systems and effective policies and procedures to underpin the service she offers to children and their parents.

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It is not yet outstanding because

 The organisation of the learning environments and the resources does not yet fully encourage children to play and explore in all available areas.

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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 activities undertaken by the children and the childminder.  The inspector discussed practice with the childminder.

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Inspection activities

 The inspector sampled documents in relation to children's learning and development, safeguarding and those relating to training, support and skills.  The inspector took account of parent's views through interviews and their feedback.

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Inspection activities

 The inspector took account of the childminder's self-evaluation document provided during the inspection.

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Information about the setting

The childminder registered in 2014. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their three children, in High Wycombe, Buckinghamshire. The childminder mainly uses the ground floor for childminding, with a bathroom and sleep room on the first floor. There is an enclosed garden for outside play. The childminder is able to walk or drive to local schools to take and collect children. Currently she has one child on roll, whom is in the early years age range.

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

 review the organisation of the learning environment and the range of resources readily available to encourage children to be more explorative and be able to move freely between the inside and outside spaces.

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who attend

The childminder is an enthusiastic teacher. She puts thought into the preparation of activities to help children move forward in their learning. She ensures activities are interesting, match children's abilities and challenges what they already know. The childminder build strong relationships with children helping them to find confidence. This results in children taking the lead and their play changes direction, and develops fluidly exploring a range of learning intentions. This broadens children's understanding at different levels and helps them consolidate their knowledge.

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who attend

The childminder supports children's learning by engaging in ongoing descriptive commentary. She models thinking and asks questions that help children think through what they need to do to make things work. Painting activities become the foundation of exploring mathematical concepts, understanding the world and physical development. Activities, such as, painting with brushes, help children learn to use tools and develop pencil control in readiness for early writing skills. Children learn how to form symbols into recognisable letters. The childminder encourages children's interests in sounds and words. For example, the childminder plays fun lotto games with children where they match picture to words. This encourages children's early reading skills. Children demonstrate their eagerness and enthusiasm to learn. They are lively and energetic. There are lots of resources outside to play with. This encourages their physical development. For example,

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who attend

there is room outside to run and let off steam, climb and learn about spatial awareness when using foot propelled cars. The childminder has a good understanding of the early years foundation stage and is able to talk about the learning children gained from the painting experience. Overall, her starting points take account of parents and other early year's professionals assessments of what children can do. The childminder uses a computer programme designed to help her monitor children's progress. This provides parents with secure access to records. They can see observations made of children and how well children are developing in line with expectations. The childminder is aware of how to complete the progress check for two- year-old children when this is needed. She also demonstrates a clear understanding of her role in early identification of special educational needs and intervention to support their

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who attend

ongoing progress. She builds strong relationships with parents valuing their knowledge of children. The two-way flow of information means parents feel encouraged to continue learning at home by taking children to interesting places. This broadens children's interest in the wider world. It also helps the childminder plan according to children's current interests. Children within this provision make good progress in their learning and are meeting expected levels of progress for their age.

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

The childminder has a good understanding of her role in supporting children. She helps children form secure relationships with her. She works closely with parents to help children adapt to care arrangements between their home and her own. This involves children learning to feel secure and safe with her and developing their confidence to separate safely from their parents. The childminder provides a caring and friendly relationship to children. She listens and responds to children with kindness. Her modelling of relationships help them understand how to form friendships. Children learn how to play alongside others, share resources and engage each other in games. Learning about other people and their communities is threaded through activities in a seamless manner.

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

The childminder helps children understand what is expected of them and to learn about safe play. For example, she encourages them to take their time and not run indoors. She talks to them about safety when out so that they learn not to talk to strangers and how to stay safe on the roads. Their behaviour demonstrates a good understanding of rules and boundaries. The childminder demonstrates verbally a secure understanding of her roles and responsibilities to safeguard children. Her policies and procedures include allegations made against members of the household, and the use of mobile phones and cameras. She is aware that she must record and report her concerns to her local safeguarding agencies and to Ofsted.

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

The learning environment is very tidy and safe for children to play in. Resources are well labelled and stored in areas close to where children play. However, the childminder is less successful in making her environment inviting for children, for example, by setting activities out for them and ensuring resources are not always readily accessible to children. While there are physical activities set out in the outside space, children are sometimes prevented from freely moving between inside and outside. This potentially impacts on children's ability to continually explore a range of resources for themselves. The childminder promotes good hygiene practices with children's and there awareness of being healthy. Children understand why hand washing is necessary and are learning all about how germs are spread. They are encouraged to cover their mouths when coughing and sneezing. Snacks and meals are healthy and nutritious, and give children the energy

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

to continue learning throughout the day. The childminder promotes children's self-care skills by encouraging their independence. Children help tidy up after activities. They learn to manage toileting skills independently and are able to put on and take off most articles of clothing by themselves. The childminder gives children ample time to try to manage tasks independently before stepping in to help, for example, with their shoe laces.

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

The childminder prepares children emotionally and ensures they are independent learners. They show readiness to manage change as they move between different early years provisions and further progress in their learning.

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provision

The childminder has good organisational skills and works in partnership with parents to ensure that her service meets their family's needs. The childminder has a secure understanding of the requirements of the Early Years Foundation Stage. She is enthusiastic and keen for children to move forward in their development. Her monitoring systems of children's learning are accurate and precise. This gives parents clear information about children's current learning and capabilities.

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provision

The childminder ensures all those who live on the premises, over the age of 16 years, have been through vetting procedures. Visitors are recorded and monitored while on her premises. She shows good deployment of her time and supervises children well. Policies and procedures are shared with parents and underpin her service. The childminder is currently developing her self-evaluation processes. Her secure relationship with parents and children ensures she has a good understanding of their views. These are represented and help her evaluate how well her service meets their needs. The childminder has completed her home-based working training to develop her awareness of what is required of her. In addition, she has attended training on issues she feels would most benefit her personal effectiveness. The childminder is growing in confidence and is beginning to identify what works well and what needs further improvement. This shows that she is

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provision

continuing her professional development and has a strong commitment to drive continual improvement.

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provision

The childminder makes sure that parents have information about the provision and feel valued. She works with parent's knowledge to engage other provisions children attend. Her partnerships with other early years provisions securely ensure she has the information she needs to plan for children's development. This strong partnership working positively impacts on the quality of teaching children receive. Areas of concern are quickly identified and early intervention helps children make rapid progress towards their individual targets.

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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 EY473206 Local authority Buckinghamshire Inspection number 956545 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

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Name of provider

Date of previous inspection not applicable

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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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