Childminder in Reading

Inspection date

Previous inspection date 09/09/2014 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

 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 provides enjoyable learning experiences that motivate and engage children to make good progress in their learning and development.  The childminder has established good partnerships with parents and shares her policies and procedures with them to keep them informed about the service she provides.  The childminder reflects on her practice and evaluates her provision well, so she can make positive changes to improve children's learning experiences.

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It is not yet outstanding because

 The childminder shares information with parents about their children's learning and development, however, she does not always encourage parents to contribute their children's achievements from home, to fully promote continuity of care.  Children cannot always easily access toys and resources to make independent choices about their play and 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 took account of parents 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 and children 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 2010. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and pre-school child in Emmer Green, in Reading, Berkshire. The childminder makes use of local facilities, such as parks and toddler groups. The childminder uses the whole of the ground floor of the house for childminding. A fully enclosed rear garden is available for outside play. She currently has three children on roll, all of whom are in the early years age range.

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

 increase opportunities for parents to contribute details about their children's learning and development at home, to further enhance continuity of care

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

 review the organisation of resources and toys so children know what is on offer and they can easily access them to enhance how they make independent choices in their play.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She provides a welcoming and stimulating environment where she encourages children to learn through play and having fun. The childminder provides a good range of play equipment and resources in a cupboard. However, some resources are not easily accessible or as visible to children, to enable them to independently select for themselves what they want to use. The childminder has a secure understanding of children's individual learning needs and stage of development. She provides a balance of adult-led and child-initiated learning to help prepare children for the next stages of their learning.

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who attend

The childminder promotes children's language skills well and talks with the children during play and everyday activities. This helps to develop children's listening and communication skills. She names objects, animals and people, and helps young children learn words for actions and descriptions. For example, they look at posters with pictures and learn new words as they talk about their home experiences. The childminder provides a good range of books so that children can choose a favourite story for her to read to them. Children learn to take turns when reading their story which helps their social development. She regularly takes children to the library and local children's centre, where they hear stories in a different environment or join in group activities, such as singing and dancing. All this helps children to develop a keen interest in books and stories.

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who attend

The childminder offers various activities and resources so that children can experiment. For example, they enjoy creating their own pretend snacks using play food. The childminder also encourages children to play games that help them to sort colour and size. The childminder makes sure that children's days include a good variety of outings where they meet other people, use alternative play equipment and explore their local environment. This promotes children's social skills as they learn from older children and develop friendships. The childminder promotes early mathematics skills as children practice their counting skills through play and focused activities. For example, the children count how many bubbles they can catch in the garden, as well as, counting out items on a poster book. The childminder encourages children's thinking skills and their hand-eye coordination skills through puzzles. Children are encouraged to think about rotating pieces

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who attend

of the puzzle so they fit in the spaces. The childminder reminds them to match pictures to the puzzle, and skilfully steps in when she is needed. Consequently, this promotes children's independence in learning. She adapts the puzzles according to children's ages and abilities. Children enjoy playing freely with toy cars and favourite toys. They carefully build towers using construction blocks. This develops mathematical language as they compare their towers using words, such as 'bigger' and 'smaller than'. The childminder provides opportunities for children to learn early writing skills as they use pieces of chalk to make marks, in the play house.

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who attend

The childminder uses a clear system to monitor and assess children's learning. She uses an online learning journey to complete regular observations, upload photographs, and plan next steps in children's learning. The online learning journey clearly monitors children's progress from their starting points. The childminder gathers information on children's starting points through discussions with parents and initial observations. The childminder uses development guidance effectively to plan children's next steps in learning and assess their progress. She shares information with parents in the form of a book of observations, so they can see what their children enjoy learning. However, parents do not have wider opportunities to contribute to their children's learning. For example, by accessing the online journey to share their comments and observations from home.

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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 provides settling-in sessions tailored to children's individual needs. This helps children's emotional and physical well-being. Parents' comments include praise for the way the childminder makes time for daily discussions and how she provides a caring and warm environment so children are always happy to see her. The childminder rewards the children with lots of praise for their efforts and achievements, and children enjoy seeing stickers on their individual charts. 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. For example, she encourages them to use 'please' and 'thank you' appropriately. As a result, children are

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

kind to each other and behave well. The childminder adapts her approach sensitively to manage behaviour using positive strategies. For example, clear explanations of expected behaviour for older children and she uses distraction for younger children. As a result, children are developing good levels 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 helps children keep themselves safe. They regularly talk about road safety and practise emergency 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 drinking bottles throughout the day. Children benefit from healthy snacks, such as fruit and freshly cooked meals. The childminder talks to children about the importance of fruit to teach them about healthy eating. The childminder implements good hygiene routines, as children learn to wash their hands before and after meals. As a result, children's health and well-being is supported well. The childminder works with parents to discuss their progress and their next moves for learning, such as, going to nursery or pre-school.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. The childminder uses an online learning journey to maintain her documentation and children's learning records. She implements clear policies, which she shares with parents, to promote children's welfare and safety. She completes detailed risk assessments to help to provide a safe environment for children to play, both in the home and on outings. The childminder has a good understanding of her responsibilities and how to safeguard children, which includes recognising signs and symptoms that would cause concern about a child in her care. She has a secure understanding of the procedures to follow, and whom to contact, should she have any concerns regarding children's well- being.

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provision

The childminder keeps the required documentation, which she comprehensively completes and stores confidentially. She has a good understanding about how children learn through play and real experiences, and she knows how to promote good progress in their overall development. She has an effective system through the online learning journey, which gives her an overview of children's progress. This helps her to identify any gaps in their learning. The childminder promotes positive partnerships with parents. She supplies important information about her service through written policies and regular conversations. This ensures parents are generally well informed regarding their child's development.

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provision

The childminder evaluates her provision through ongoing reflective practice and an online self-evaluation system. She provides resources according to children's interests and abilities, and is aware to adapt these accordingly. The childminder engages views of parents to improve her service through their written feedback. The childminder keeps up to date with changes and is planning to continue to improve her professional development through ongoing training. She shares good practice ideas with other professionals and values ideas from local early years advisors. As a result, she continues to develop the service she provides for children and their families.

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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 EY413055 Local authority Reading Inspection number 890582 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

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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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