Childminder in Slough

Inspection date

Previous inspection date 08/09/2014 13/04/2011

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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

 The indoor environment is welcoming and attractively resourced and there are many opportunities where children can independently direct their own play.  Children enjoy physical exercise and regular outings. They have fun outdoor experiences to investigate the natural world.  The childminder has secure working relationships with parents and their positive feedback reflects how much they value the service highly.  The childminder effectively protects children's well-being through a range of secure policies and procedures.

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It is not yet outstanding because

 At times, the childminder interrupts children's play to get them to join whole group routines, which means children are not always able to finish what they are doing.  The childminder does not display a wide range of toys and resources that reflect diversity from which the children can easily see and choose.  The childminder does not consistently help parents share what they know about their children's achievements at home, to gain a more complete picture of children's interests and level of development.

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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 compulsory part 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 spent time observing the childminder with children in the main play room and the garden.

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Inspection activities

 The inspector spoke with the childminder and his co-childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a sample of children's observation records, a selection of policies and children's records.  The inspector took account of the views of parents through their written comments.

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Information about the setting

The childminder registered in 2010. He lives with his wife and five children in Slough, Berkshire. Most areas of the downstairs are used for childminding, with sleep facilities downstairs. There is an enclosed garden for outside play. The childminder attends parent/toddler groups and takes children to the local library and parks. The childminder works with his wife who is also a registered childminder. Together, they are currently minding four children in the early years age group on a full-time basis. The childminder is registered on the Early Years Register and on the compulsory part of the Childcare Register.

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

 extend children's opportunities for uninterrupted time to play, explore and pursue their learning inside or outside

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

 provide more opportunities to strengthen children's understanding of the world in which they live by increasing the range of toys and resources that reflect positive images and diversity

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

 improve the systems for engaging parents in their children's learning and development from the onset, to gain a more complete picture about children's interests and achievements in order to monitor their progress.

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who attend

The childminder provides a fun and welcoming environment so that children are eager to join in. Children enjoy their time at the childminder's setting and are happy and confident. The childminder assesses children's development, with contributions from his co- childminder. Children's personal choices support planning and help to identify each child's next steps. Together, the childminders effectively arrange activities and experiences that interest and motivate each child. The childminder is starting to implement the progress check for two-year-old children. These records are shared with parents to evaluate children's progress and identify future learning aims. The childminder works well with his co-childminder to make sure that each child has plenty of individual attention. He spends time talking and listening to the children. He asks questions that encourage children to think and try new ways of doing things. As a result, children make good progress in all

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who attend

areas of development, especially as they learn to communicate and to develop social and emotional skills. For example, during play with building blocks, children are asked to identify animal figures, shapes and colours. In addition, children are asked to consider how they can make their tower taller. As a result, the childminder successfully links learning within practical play enabling children to make good progress while they have fun.

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who attend

Children develop useful skills in language, literacy and numeracy through their play experiences. For example, they search for big, little and various coloured bricks and are encouraged to recognise and count the numbers on the wooden clock. Children have many opportunities to experience music and imaginative play. During an adult-led activity, children show great pleasure in copying simple actions and moving to music. They enjoy scrunching scarves, throwing them into the air and catching them as they sing along to familiar rhymes and songs. They enjoy the many experiences to be creative with a variety of art and craft materials. The childminder provides children with opportunities to use electronic and interactive toys, which introduces them to simple modern technology. Children particularly show delight in using the mini-battery operated computers, as they pretend to be at work. The childminder provides good opportunities for children to draw,

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who attend

build, paint and explore various natural resources, such as playdough, water and sand. These opportunities help them to develop their creative and early writing skills. Children's understanding of the world is increasing and the childminder supports this through regular visits to various toddler groups. He uses these outings to encourage children to mix with others, learn to respect others and develop friendships. The childminder gives lots of praise and encouragement to children, valuing their efforts and achievements in learning.

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who attend

Partnerships with parents are good. The childminder has generally developed effective communication and relationships with parents. He provides good information to parents about their children. This includes an informative learning journey with many photographs and information on individual children's targets. This keeps parents informed about the children's time with the childminder and provides opportunities for the parents to get involved in their child's learning and development.

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

Children build a close bond with the childminder and his co-childminder and know that they are always ready to provide reassuring support or help when needed. This helps children settle extremely well and they demonstrate a good feeling of security. For example, children who attend term-time only are positively welcomed back and they feel at ease in their surroundings after a long break. Children become very independent in managing their personal care and making choices in their play. The childminder has organised his home well to enable children to move freely and safely so they confidently and enthusiastically explore all resources on offer. Children greatly benefit from the close liaison between the childminder and his co-childminder. Together they provide a homely and caring environment and demonstrate a commitment to supporting children in their learning. The childminder regularly praises and encourages children's achievements and

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

efforts. This further encourages their positive behaviour and helps to promote children's self-esteem and confidence.

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

Children and families from all backgrounds are warmly welcomed and children who are learning English as an additional language are given good support, so that they make effective progress. Resources and equipment are maintained in good condition so that they are attractive and safe to children. Through their play, children generally learn to respect different cultures and how people celebrate individual traditions all over the world. However, there are fewer opportunities for children to choose from a wide range of resources, which reflect positive images and diversity. Nonetheless, the childminder offers an attractive play environment that provides good learning opportunities for children. Young children are developing many appropriate skills and abilities, which will help set secure foundations for their future learning. They are well prepared for starting school or moving to other settings.

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

Children are cared for in a safe and healthy environment. The childminder carries out regular safety checks to ensure children keep safe. There are various safety measures in place around the house and children develop an awareness of personal safety. The childminder supervises children closely and sets clear boundaries to promote their understanding of keeping safe. Children are able to feel safe and secure because the childminder is responsive to their needs. The childminder teaches children about healthy lifestyles, personal hygiene, the importance of a healthy diet and regular exercise. Children enjoy healthy snacks and lunches provided by their parents. However, there are times throughout the day, when children's play is interrupted in favour of a whole group activity, such as snack time. These routines do not fully support children's learning and development because children are not always able to finish what they are doing. Children

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

have plenty of opportunities to be physically active in the garden, or at the local parks. Children especially enjoy playing in the garden where they can use a variety of equipment which helps increase their physical skills. For example, they push their dolls around, draw pictures and negotiate space on different play equipment.

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provision

The childminder takes an equal role in organising the provision with his co-childminder. Although, he takes overall responsibility for maintaining appropriate records. All the required documentation is in place and maintained appropriately to ensure children's safety and well-being. The childminder consistently reviews the quality of what he provides through regular parent feedback questionnaires. He actively seeks the views of his co-minder, parents, children and local authority development worker. The childminder has a good knowledge and understanding of safeguarding issues. He has appropriate procedures in place to ensure the children's health and safety. The childminder is vigilant with regards to children's safety both within the home and when they are out within the local community. Clear and effective risk assessments are undertaken regularly to enhance children's safety. The childminder has a good understanding of safeguarding procedures

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provision

and he clearly understands his role in regards to meeting the safeguarding and welfare requirements. The childminder understands the importance of continuously improving his practice for the benefit of the children. He is aware of the strengths of his practice and has developed systems to monitor and evaluate the quality of the setting. He shares knowledge, understanding and good practice with his co-childminder and as a result, children benefit from much attention and support. The childminder has a good understanding of his responsibilities in meeting the learning and development requirements. Children are able to play safely while still being independent and moving freely. As a result, children are making good progress in their learning.

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provision

The childminder has established effective arrangements to share information with other early years providers, to ensure continuity in childcare, learning and development. He mostly works closely with parents to ensure children's care needs are met. However, he does not make full use of the initial information obtained to help him gauge children's level of development on admission, which would enhance children's progress further. Nonetheless, the childminder has positive relationships with parents and regularly shares information about children's routines and the activities they complete. He welcomes daily discussions to maintain a two-way flow of information. Parents write knowingly and positively of the service, he and his co-childminder offer them. Parents' report that they 'enjoy receiving the detailed development folders as they are personal and full of pictures and give a clear idea about their child's future learning needs.' They further state that the

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provision

'two childminders are dedicated to their profession and offer a professional childcare service'.

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The Childcare Register

The requirements for the compulsory 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 EY414954 Local authority Slough Inspection number 987163 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 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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