Childminder in Wokingham

Inspection date

Previous inspection date 14/08/2014 16/07/2010

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children are settled, comfortable and happy in the childminder's home because she has a friendly and caring approach towards them.  The childminder has good partnerships with parents and shares information with them regularly. As a result, children benefit from continuity of care.  The childminder provides enjoyable learning experiences that are motivating and interesting to children. Consequently, children make good progress in their learning and development.

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It is not yet good because

 The childminder has not fully considered all matters in her safeguarding policy for the safe use of cameras and mobile phones in the setting.  The childminder does not always adapt activities to extend counting skills for younger children outdoors.  Successful links with other early years settings children attend are not fully effective to promote consistency in children's learning.

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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 and interaction between the childminder and children in the main playroom.

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Inspection activities

 The inspector looked at a selection of children's assessment and development records, policies and procedures.

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of parents through their written and verbal comments.

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Information about the setting

The childminder registered in 2006. She lives with her partner and two school-aged children in the area of Woodley, close to the town centre of Reading. The home is within easy travelling distance of local schools and amenities. The whole of the ground floor is available for childminding including toilet facilities. There is an enclosed garden for outdoor play. The family have a tank of fish. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder currently minds three early years age children.

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must:

 improve safeguarding policy and procedures to securely cover the safe use of mobile phones and cameras in the setting.

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

 extend opportunities for younger children to practise counting skills in the outdoor environment

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

 develop partnerships with other early years settings children attend to promote consistency in children's learning experiences.

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who attend

The childminder provides a range of interesting learning opportunities to motivate and challenge children. She has a good understanding of the learning and development requirements and her responsibilities in meeting these. The childminder works with an early years advisor to ensure she is meeting the needs of the children she cares for. During settling in visits, the childminder obtains information from parents about children's interests and starting points to plan initial activities. She shares learning journals with parents and encourages them to contribute to children's records. The childminder makes regular observations of children's learning and uses these to identify children's next steps. Children are prepared for the next stages in their learning through positive communication with parents. However, links with other early years settings children attend are not as successful to support children's continuous learning. The childminder promotes a learning

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who attend

environment which is child-led focused with a balance of planned activities. For example, the childminder supports early reading and writing skills as children recognise their names and start practising writing their names in readiness for their move to school.

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who attend

The quality of teaching is good and children make good progress in their learning and development. Children enjoy arts and craft activities to develop creative skills and are proud of their artwork. For example, They made patterns in the glue, enjoying the sensory experience. The childminder further reinforced the different names of colours and shapes as children independently created their own art designs. The childminder skilfully stepped back to encourage children's independent creativity, and intervened when needed.

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who attend

Children develop positive dispositions to learning as they actively participate in learning activities. The childminder provides stimulating and challenging experiences for children, covering the seven areas of learning. For example, she extended teaching and learning to support some mathematical skills when children played with foam dominoes outdoors, encouraging them to count out the dots. This helps some children to problem solve and develop their mathematical language. However, the childminder does not always successfully support the younger children's counting skills in the outdoor area. For instance, she did not effectively adapt the domino activity to include the younger ones to practise counting the numbers of dots to identify the correct number. This meant they lost interest and happily used ride on toys instead. This helped develop their physical capabilities and control over their movements as they rode on toys in the garden.

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

The childminder communicates clearly with children, which helps them learn appropriate expectations about good behaviour and their next steps in learning. For example, she explains the importance of sharing toys and being friends. The childminder is a good role model and uses please and thank you with the children to promote good manners. Children form secure attachments with the childminder and have a strong sense of belonging. For example, individual coat pegs help children store their personal belongings, allowing them to independently access their bags when they need them.

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

The childminder organises her range of toys and resources so children can make independent choices. She praises children for helping to tidy away, which increases their self-esteem for being helpful. It also teaches them about safe practices for play. Children develop social skills through visits to the local playgroup, which helps them learn to play alongside others in larger groups.

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

Children learn good hygiene practices, such as washing their hands before and after they eat. The childminder talks to children about the importance of healthy eating at mealtimes to reinforce healthy lifestyles. For example, they talk about how 'bananas give you energy' and 'spinach makes you strong'. Children have regular opportunities for fresh air and exercise, as the childminder makes good use of the local environment, such as walks to local parks. Children learn about safety as the childminder provides clear explanations about her expectations for safe play. For example, when playing indoors, children are reminded not to run and jump. The childminder practises fire drills with children so they know the procedures to evacuate the house safely. However, the childminder has not fully considered all matters for the safe use of cameras and mobile phones in the setting to fully support children's well-being.

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provision

Overall, the childminder has an appropriate knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a suitable understanding of child protection issues to identify possible signs and/or symptoms of abuse and who to contact should she have concerns about a child in her care. She follows appropriate procedures when using mobiles phones and cameras herself. However, she has not fully considered her policy to include the wider implications for the safe use of cameras and mobile phones when children are around other adults whilst in her care, to fully protect them. The childminder supervises children well though, to support their safety and wellbeing. She has identified possible hazards through appropriate risk assessments; these include the indoor area, garden and any local outings.

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provision

The childminder has a secure understanding of the learning and development requirements. She provides good educational programmes so that children engage in a balance of experiences. She encourages parents to be involved in their children's learning through sharing learning records. She provides flexible settling in arrangements to meet the needs of children and their families. She shares children's individual routines and preferences, and her policies with parents so they are aware of her practices. Partnerships with other early years settings children attend are not as successful to fully promote continuity in children's learning and development.

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provision

The childminder has made some progress in addressing the recommendations made at her last inspection. She uses observations to identify and plan for children's next steps in learning and records this as part of children's learning records. The childminder uses self- evaluation appropriately to identify areas she wishes to improve, such as extending her resources further, and developing her knowledge and understanding, and monitoring of her provision more effectively with support from early years advisors.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY331797 Local authority Wokingham Inspection number 902715 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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