Childminder in Windsor and Maidenhead

Inspection date

Previous inspection date 22/09/2014 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 provides a range of enjoyable learning experiences that enables children to make good progress in their learning and development.  Children are settled, comfortable and happily build positive and caring relationships with the childminder and other children. As a result, children are motivated to learn and explore.  The childminder has established good partnerships with parents and actively encourages them to participate in their child's learning. Consequently, children benefit from good continuity of care.  The childminder reflects on her practice and evaluates her service well, so that children continue to receive a good standard of education and care.

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It is not yet outstanding because

 The childminder does not make the most of children's everyday play routines to encourage them to count, to further promote their mathematical 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 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.  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. She lives with her husband, who is also her co- childminder and their three young children, in a house in Datchet, in Berkshire, within close reach of the motorway network and Heathrow airport. The whole of the ground floor is used for childminding including the cloakroom/toilet, kitchen, dining and family room. There are facilities situated on the first floor for children to take a day time nap or stay overnight. There is a fully enclosed garden available for outdoor play. The childminder is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register. The childminder has nine children on roll on a part-time basis. The childminder is a member of the National Childminding Association and receives support from the Royal Borough of Windsor and Maidenhead development officers.

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

 Extend opportunities for children to develop their mathematical skills by encouraging them to count and recognise numerals.

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who attend

The childminder has good knowledge of the Early Years Foundation Stage learning and development requirements. She works well with her co-childminder to ensure that they meet the needs of the children who attend. The childminder thoroughly gathers information about children's interests, abilities and routines before they start the provision and also through daily communication with parents. This ensures children's needs are identified and they receive continuity of care. Parents receive detailed information about their child's day and activities through the use of daily diaries, text messages and by accessible learning records. The childminder uses her knowledge of the children in her care effectively to identify children's next steps and support their development thoughtfully. The childminder plans a balance of adult-led activities and child-initiated play. This allows children to enjoy a wide range of interesting and challenging play

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who attend

activities across all areas of learning. For instance, children used their imagination to have a pretend picnic with their favourite dolls and teddies and made pretend cups of tea for the childminder. The blanket was then transformed to a boat; the childminder enthusiastically followed the children's interest and extended their thinking and learning.

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who attend

Children's language skills are developing well through the use of clear language modelled by the childminder. She responds to the younger children by repeating words back to them and saying the words correctly. Children had opportunities to use all their senses when they made fresh bread. The childminder extended children's vocabulary skills and taught them new words such as 'ciabatta' and 'cinnamon' and that they must 'knead' the dough. The children enjoyed exploring the different textures of the dough and flour and had fun sprinkling 'snow'. Children developed their attention and listening skills well as they followed instructions and responded to questions. For example, when the childminder asked the children to add more flour to the dough so it was less 'sticky'. The childminder listened and followed the children's lead during the baking activity, and asked children open questions to promote their thinking skills. For instance, she asked the children what

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who attend

they think will happen to the dough when it goes in the hot oven. Consequently, children developed their communication and language skills. The quality of teaching is good. However, the childminder does not always make use of opportunities through play and daily routines to promote children's early counting skills.

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who attend

The childminder plans outings with the children to local parks and playgroups. This develops children's social skills as they gain confidence interacting with other children and adults. The childminder takes the children to the local library to choose books; this is in addition to a wide range of age-appropriate books the childminder provides at her home. This promotes children's interest in early reading. The childminder offers a rich learning environment and provides abundant resources for children to explore.

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

The childminder and her assistant act as good role models to the children through a sensitive and caring approach. She adapts behaviour strategies according to children's age and stage of development by using distraction and positive techniques. She teaches children to be kind to one another, share toys and take turns. As a result, children's behaviour is very good.

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

Children are happy, comfortable and settled in the childminder's home. The childminder develops caring and positive relationships with children and she supports parents to help settle their children with her. This promotes children's emotional and physical well-being effectively. Children demonstrate a high level of self-esteem and confidence because the childminder gives them lots of praise and encouragement. Children can independently access a good range of resources, which supports their learning and development in all areas.

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

The childminder teaches children how to keep themselves safe through clear boundaries. They regularly talk about and practise road safety. The childminder has clear procedures to carry out emergency evacuations so children know how to leave the premises quickly and safely. The childminder completes risk assessments for her home, garden and any outings, and reviews these regularly. As a result, she is proactive to minimise hazards so children are safe and free to play and explore.

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

The childminder supports children to gain a good understanding of the importance of being healthy. They have daily opportunities to play outside, develop their physical skills and benefit from fresh air. The childminder also takes children for walks in the local community and they visit the local parks on occasions. This helps develop children's social skills and their physical development. They independently access their drinking bottles and the childminder supports them to learn good hygiene routines. This means that the childminder promotes children's health and well-being well and they effectively learn about the importance of a healthy lifestyle. The childminder supports children to meet their next steps in development and is aware of the importance to prepare children for their future learning, such as nursery and school.

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provision

The childminder works effectively with her co-childminder to develop and implement a range of policies and procedures to ensure consistency for all children who attend. She shares these with parents before a child starts at the setting to enable them to have clear expectations of the childminder's practice. She ensures that all the required documentation is maintained and shared with parents to help her meet children's individual needs. For example, she records the administration of medication to children. The childminder or her co-childminder completes a daily visual check that covers all areas of the home, both inside and outside to minimise any risks to children. She keeps an accurate record of children's attendance. The childminder hold a current first-aid certificate to help her to provide appropriate care if a child has an accident. As a result, this helps to promote children's on-going welfare.

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provision

The childminders documentation is extremely well organised and easily accessible. She has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements. She has completed safeguarding training to secure her knowledge of the procedures to follow should she have a concern about the welfare of a child. She carries out risk assessments to minimise potentials hazards in her home, garden and for any outings. As a result, she is proactive in ensuring children play openly and safely. The childminder also practises fire drills with the children, which helps them to learn how to evacuate the home safely in the event of a fire.

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provision

The childminder reflects on her provision consistently and evaluates her teaching practice after carrying out learning activities with children. She is very well motivated and enthusiastic to improve her provision. This means that children receive good quality learning experiences and are actively involved as she listens to them. The childminder includes parents' views to assess her service through questionnaires and open communication. This also helps her in the monitoring of the provision.

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provision

The childminder is able to demonstrate she can work with other early years providers, for example, by sharing information with other nurseries and schools when children start to attend. Partnerships with parents are strong. The childminder has effective methods to keep parents informed and involved in their children's care and learning. Parent feedback indicates that they are very happy with the childminding provision. Parents describe the childminders as 'warm and welcoming' and they add that children are safe and happy to learn.

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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 EY413043 Local authority Windsor & Maidenhead Inspection number 886820 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 10 Number of children on roll 9

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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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