Childminder in Buckinghamshire

Inspection date

Previous inspection date 22/09/2014 26/03/2014

p.1

early years provision

This inspection: 2 Previous inspection: 4 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

p.1

This provision is good

 The childminder interacts well with children to develop their language, imagination and early storytelling skills.  The childminder has developed good relationships with parents that enable them to work together on issues to help their children such as toilet training or behaviour management.  The childminder provides good support to children who speak English as an additional language to help them progress.  During visits, the childminder teaches children about keeping safe by using the traffic lights and the walking man to cross the road.  The childminder has made good progress since her last inspection and demonstrated her ability to seek and respond to feedback.

p.1

It is not yet outstanding because

 The childminder has not yet fully developed links with the local schools, to allow her to complement the children's learning further, to help them progress.  The garden area does not include resources to allow children to experience all areas of learning.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children during activities, inside and outside.  The inspector talked to children.  The inspector sampled some policies and documentation.  The inspector read the childminder's self-evaluation form.  The inspector read the previous inspection report.

p.2

Information about the setting

The childminder registered in 2009. She lives with her husband, adult son and school-age child in Ruislip, in the London Borough of Hillingdon. The childminder uses the ground floor of her home for childminding purposes and there is an enclosed garden for outdoor play. There are currently nine children on roll. Children attend different times and days. The childminder is registered on the Early Years Register and the compulsory and the voluntary parts of the Childcare Register. The childminder's adult son is her registered assistant.

p.3

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

 strengthen links with local schools to help children manage their next move in learning and settle quickly

p.3

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

 increase the range of resources in the garden to encourage children to experience all areas of learning.

p.3

who attend

The childminder provides good opportunities for children to experience all areas of learning. Children self-select from resources stored in safely stacked boxes that enable them to make decisions about their own learning. The childminder is skilled in interacting and playing with children to support their development. For example, the childminder and the children played together with vehicles. The childminder found people figures to go in the car and together with the children; they used their imagination to develop a story, using the props to act out the story. As the story developed, children made further suggestions, using more language and imagination. In this way, children develop their imagination and skills in language and storytelling, which support their early writing skills. The childminder also uses these opportunities to encourage children to count objects, such as the aeroplanes, helping children achieve confidence with numbers. Children develop

p.3

who attend

physical skills through drawing, writing, painting and sticking. Outside, they play on bikes, scooters and cars. However, the childminder does not provide a wide range of opportunities that promote children's experiences in all areas of learning

p.3

who attend

The childminder carries out regular observations on all children. She uses photographs to evidence children's progress including pieces of their work such as paintings. She links the evidence of children's progress to the relevant areas of development and guidance documents. The childminder identifies children's next steps which she records on observation forms. This ensures the childminder knows how to promote each child's learning and consequently, children make good progress.

p.3

who attend

The childminder uses books in languages other than English, to aid children's learning who speak English as an additional language. The childminder asks parents to provider her some key words in the children's home language so that she can communicate with the children and they can make their needs known. The childminder also uses sign language to help children who have difficulty with communicating in English. Overall, children who speak additional languages make good progress.

p.4

who attend

The childminder provides a daily routine which is flexible and caters for children's individual needs. Parents complete a starter form so that the childminder can plan for individual children's needs. The childminder works with parents, the early years advisor and local playgroups to support children's individual needs. This means children make good progress.

p.4

who attend

Children manage their behaviour well. They learn to share and take turns with other children and the childminder. The childminder takes children to a playgroup where they learn to share with a larger number of other children. They learn to recognise other people's feelings and use good manner, for example, saying 'thank you' when offered a snack. The childminder supports children's personal, social and emotional skills well and children make good progress in this area.

p.4

who attend

Parent partnership at the setting is strong. The childminder uses a link book for daily contact with parents where she gives detail information about their child's achievements. She sends text messages to update parents on how their child is and what they have been doing. The childminder shares photographs with parents of their child engaged in different activities. This helps parents understand what their child has been learning and provides them with ideas on how to continue their child's learning at home. The childminder offers advice to parents about child development issues such as toilet training, behaviour management and healthy eating. Parents say they are pleased with this as it helps them support their child further at home.

p.4

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

The children quickly develop warm relationships with the childminder. She spends time getting to know children before they start at the setting and uses information from parents to plan for each child's individual needs. Children feel safe and this promotes their well-being and independence.

p.4

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

The childminder demonstrates how to keep children safe by carrying out daily safety checks on the premises and equipment. She teaches children the fire evacuation procedure so that they become familiar with the routine, and can evacuate the premises quickly and safely. The childminder locks the front door and garden gate to keep children safe inside the premises. The childminder is qualified in first aid, which means that she can keep children safe by responding to an emergency quickly and effectively. The childminder has recently completed training in safeguarding and first aid to enhance her knowledge and deal with emergencies quickly and efficiently. Children feel happy and safe at the setting.

p.4

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

The childminder is a good role model. She sits at the table and eats fruit with the children at snack time. This helps the children learn about healthy eating. The childminder provides healthy snacks such as apple, carrot, grapes and yogurt. Drinking water is accessible at all times as children have their own cup. Parents supply children's lunch but the childminder encourages healthy lunches by supplying leaflets to parents about how to provide healthy food. This helps the children to develop a healthy appetite. Children have access to fresh air every day in the garden or on visits to the park for example. They exercise in the garden on bikes or scooters and walk to the park or the school to collect other children. These opportunities help to promote children's good health and help children learn how to keep themselves healthy.

p.5

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

Children develop independence skills according to their age and ability. Children learn to wash their hands independently or feed themselves independently. As they get older, they learn to write their own name. Children are encouraged to self-select their learning and tidy away when they have finished. Children learn how to keep safe on visits to the park as the childminder shows children the traffic lights and the walking man when crossing the road. These skills build confidence and help prepare children for the next stage of their learning.

p.5

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

The childminder offers settling-in visits for new children about to start at the setting. She asks parents to complete a starter form. This gives the childminder information on a child's likes and dislikes including any individual routines or needs. The childminder makes plans for individual children to help them settle quickly and feel secure. This means children can start benefitting from the service as soon as they begin. When children move to full-time school, the childminder supports the children by talking about school and the school routine. Children walk to the local school to collect other children. Parents take their child to visit the school. However, the childminder has not developed links with the school teacher, which means that the she does not pass on her assessments of children to the teachers when they move onto school. Furthermore, the childminder does not receive information about what the older children are learning at school, which means that she

p.5

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

cannot complement their learning further when they are with her.

p.5

provision

The childminder has made good progress since the last inspection. The childminder has addressed all actions identified in the previous inspection report. Children are safe at the setting and the childminder monitors children's achievements. As a result, children make good progress in all areas of their development.

p.5

provision

The childminder has attended a course on the Early Years Foundation Stage to help improve her knowledge. As a result, she has a good understanding of the early learning goals and plans a variety of learning experiences to support each individual child's learning needs.

p.5

provision

The childminder understands and fully meets the safeguarding and welfare, and learning and development requirements of the Early Years Foundation Stage. The childminder can demonstrate her knowledge of child protection and the procedures to follow. This includes the storage and use of photographs. This means children receive prompt action to protect them from harm.

p.6

provision

The childminder demonstrates her commitment to continuing development in her self- evaluation form where she has evaluated her practice and identified relevant areas to further improve the outcomes for children. She uses feedback from parents to make changes that provide greater opportunities for children's learning. She works with the early years advisor to plan targets and manage change effectively.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY394990 Local authority Hillingdon Inspection number 979266 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 9

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10