Childminder in Milton Keynes

Inspection date

Previous inspection date 03/09/2014 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

 The childminder has a strong focus on the development of the main areas of learning for young children. This helps them to develop skills to move towards their next steps in learning.  The childminder meets the social and emotional needs of the children well. She forms close attachments with the children, which helps them to become confident learners.  The childminder demonstrates a good understanding of keeping children safe and the procedures to follow should she have any concerns about a children's welfare.

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It is not yet outstanding because

 The childminder does not fully engage parents in children's progress records to include 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 carried out a discussion with the childminder.  The inspector observed the childminder interacting with children.  The inspector sought the views of parents through written references.  The inspector conducted a tour of the premises during the inspection.  The inspector reviewed a range of relevant documentation.

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Information about the setting

The childminder registered in 2014. She lives with her husband and two young children in Newport Pagnell in Buckinghamshire. The ground floor and two smaller bedrooms of the house are available for childminding and there is a garden for outdoor play. The childminder walks and drives to local schools to take and collect children. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She currently has one child on roll attending on a part-time basis.

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

 enhance ways in which children's progress is currently shared with parents by encouraging their contribution, to help increase consistency in children's learning.

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who attend

The educational programme that the childminder provides is good. She uses settling-in visits to observe children and share information with parents about their child's interests and needs. This information forms their starting points, which helps the childminder focus on their next steps in learning. She plans activities and resources to provide challenging and appropriate activities. For example, creating skittles games to help children learn to roll balls into the skittles and count how many they can knock down. The childminder records children's achievements in both written and photographic observations in their learning journals. The childminder assesses children's progress regularly using the Early Years Foundation Stage outcomes. She shares the children's assessments and daily diaries with parents. This informs parents of their children's progress during their time with the childminder. However, she does not encourage parents to add comments of their child's

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who attend

achievements at home to support the two-way flow of information and help to build the continuity in children's learning.The childminder currently looks after young children and has a strong focus on developing their main areas of learning. This helps children secure their key skills and readiness to move on to their next steps in learning. She uses lots of language to narrate children's play. To develop children's interest in books, the childminder stores a good variety that are easily accessible to the children. She makes good use of illustrations to build children's vocabulary. The childminder uses a soft tone of voice as she responds to young children babbling. This holds their attention and they repeat words that she role models to them. For example, the childminder says 'dog' and one child points to a picture of a dog and repeats 'dog'. Consequently, young children make good progress in their communication and language skills. The childminder supports

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who attend

young children's physical skills by encouraging them to actively explore their environment. For example, she positions toys of interest away from the children in an attempt to trigger their exploration. The childminder provides good equipment and resources that develop children's movements such as, walkers and ride-on bikes. This equipment supports their mobility as they explore the garden and home. The childminder offers fun activities and resources to gradually introduce other learning areas to the children. She has lots of materials and tools to encourage children to begin to make marks. She uses resources such as, playdough to encourage children to develop their creative skills. Children make sounds as they bang bottles on other equipment. The childminder uses these opportunities to encourage children to count. For example, one child counts to four as they bang the bottles in a rhythmic beat. This builds the bases for children's mathematical

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who attend

development. In the garden, the childminder has an area to teach children about growing and living. She encourages the children to help to water the plants and explains that water will help them to grow. Consequently, children are given plenty of opportunities to develop all areas of learning. This helps them move towards their next steps in development.

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

Children form secure attachments to the childminder. They demonstrate that they are safe and secure in her company. For example, children confidently explore the environment. The childminder stays in the home environment during children's first few weeks so they get use to the surroundings. Once they are settled, the childminder introduces outings to play centres, where they can learn to socialise with other children. As a result, she promotes children's emotional development effectively. In addition, the childminder makes family photograph albums to share with the children. This allows them to look at pictures of their loved ones, which helps to increase their security. For example, one child says 'daddy' and the childminder shows the child a photograph of their daddy. This makes the child giggle and smile. The childminder completes a daily diary to share with parents at the end of each session. It helps to provide parents with information about their child's

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

daily routine. The childminder is a good role model and provides children with clear guidance and boundaries of acceptable behaviour. She uses a calm voice and asks children to listen to her, as she bends down to their level and reminds them of the rules. For example, no throwing of toys. She calmly explains the consequences of their behaviour and on reflection, children say sorry. This helps children to gain an understanding of risks during their play and activities. The childminder teaches children how to minimise risks such as, climbing the stairs and steps in the garden carefully for safety. Children are beginning to learn about healthy lifestyles. The childminder encourages them to wash their hands before meals. She provides them with paper towels to help prevent the spread of infection. The childminder is a good role model as she tells children when she is washing her own hands. For example, before preparing their lunches

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

and after changing nappies. Parents provide children's lunches and the childminder provides healthy snacks such as, apple segments. Children have regular access to drinking water throughout the day, which helps to make sure that they are suitably hydrated. The childminder teaches children to blow their own noses and how to dress themselves. This helps to build children's self-help skills and independence towards their next stages of learning and development.There is a stimulating and well-resourced environment that offers different learning opportunities, especially for the youngest of children. This helps to support children's all-round development and emotional well-being. The childminder displays resources in clear boxes with picture labels to help children to access them easily. This supports children's learning and independence. The childminder has developed links with other providers and local schools. She takes minded children with her on school drop-

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

offs and collections. This helps to emotionally prepare the children towards their own move to school. The childminder seeks the views of her practice from parents through written references. They state that the childminder is 'very attentive' to the children's needs and 'follows children's routines well'. They also comment that the environment is 'safe and secure'.

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provision

The childminder has a good understanding of the procedures to follow should she have any concerns regarding a child in her care. She has a written safeguarding policy to share with parents. This includes actions to be taken and numbers to contact to seek advice and support. This helps to protect children's welfare. All of the necessary vetting and barring checks have been completed on the childminder and her husband. The childminder effectively risk assesses her home to ensure children are kept safe and secure. She carries out daily checks each morning to ensure that the environment stays safe. For example, checking that the garden is safe and secure. This protects children's safety and helps to prevent them from harm. Parents state that they feel the environment is 'safe and secure'. The childminder has carried out a detailed evaluation of her practice. She clearly identifies her strengths and areas to improve. She shows a strong drive to improve her provision.

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provision

For example, she plans to build a covered structure in the garden. This will allow children to play outside in all weathers. The childminder has a strong understanding of working with other professionals to provide continuous support for children when the need arises. She has developed links with the local schools and other providers such as pre-schools. She plans to work in close partnership with other professionals to seek support and advice on any issues or concerns that may arise.

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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 EY472437 Local authority Milton Keynes Inspection number 965811 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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