Taylor, Heather Lucille

Inspection date

Previous inspection date 10/10/2014 06/01/2009

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early years provision

This inspection: 2 Previous inspection: 2 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 good knowledge and understanding of how children learn and make progress and she plans activities to capture their interest.  Warm and caring relationships between the childminder and children help them to feel secure and settled. Children are well behaved and develop independent skills through routine activities.  The childminder promotes positive partnerships with parents and carers. This means that she meets children's individual needs well.  Children are happy and content in the childminder's care because she promotes their well-being effectively, helping them to feel safe and grow in confidence.

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It is not yet outstanding because

 The childminder misses some opportunities to further develop the children's early reading and writing skills.  The childminder does not make best use of her resources to extend children's all-round development outdoors.

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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 in the conservatory and garden.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at the childminder's self-evaluation form, a selection of policies, parent consent forms, children's records and the childminder's observations of children's activities.  The inspector took account of the written views of parents and children.

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Information about the setting

The childminder registered in 2001. She lives with her husband and two children in Emerson Valley in Milton Keynes. The whole of the ground floor of the house and a separate play room are available for childminding and there is a garden for outside play. The family has three cats. The childminder is willing to walk and drive to local schools to take and collect children and she attends the local pre-school groups. The childminder's provision is open all year round from 8am to 6pm, Monday to Friday, except for family holidays agreed in advance. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently minding three children, 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:

 make better use of existing resources outdoors to further encourage children's all- round development.

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who attend

The childminder has a good knowledge and understanding of how children learn and develop and she plans worthwhile learning opportunities for the children. She finds out all she can from parents to help her to plan activities based upon the children's interests. Her systems for observational assessment and identifying children's future learning targets are thorough. The childminder uses effective teaching techniques such as modelling language, making suggestions and demonstrating tasks. The childminder suggests ideas to parents to further extend their child's learning, for example, by pointing out numbers in the environment on cars, doors and buses. Therefore, children make good progress in their learning and development.

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who attend

During the inspection, the children played happily with, and alongside, one another. They enjoyed playing with lentils, toy people and different containers. During the activity, the childminder encouraged discussions about how the lentils felt on their hands. Children also enjoyed exploring measurement as they poured the lentils into the weighing scales and different containers. They used their imaginations to make up stories and chatted as they moved the toy people around in the lentils. Children also develop their imagination well as they participate in make-believe play and join in a wealth of art and craft and musical activities. During a music and movement activity, the children listened to and followed the childminder's instructions as they moved their bodies imaginatively to music. They giggled and laughed and had fun as they joined in the action songs and rhymes. Generally, children make good progress in their communication and language, and literacy

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who attend

skills. The childminder asked open questions for children to think and respond to as they looked at and discussed picture cards. They listen to stories and enjoy using the puppets. Children practise their early writing as they make marks in paint, shaving foam and sand, and use chalks and pencils. However, the childminder misses some opportunities to further extend their literacy skills, for example, by displaying words in the environment and encouraging writing for a purpose, such as shopping lists. The childminder provides a range of toys and apparatus to help children to develop good physical skills. For example, children thoroughly enjoyed throwing and catching balls and riding and steering toys during the inspection. They also enjoy climbing, sliding and balancing. Children develop good hand-to-eye coordination as they thread beads and use tools such as rolling pins and cutters. The childminder teaches children about number, colour, shape and size. Children

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who attend

enjoy building with a wide variety of construction toys and fitting the train track together. They post and stack shapes, and fit puzzles together.

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who attend

The childminder plans activities to help children learn about the world in which they live. Children find out about other peoples' beliefs as they make Rangoli patterns to celebrate the Hindu festival of Diwali. The childminder provides multicultural toys and resources, such as African drums and dolls of different cultures, to help them to learn about diversity. Children explore their local environment and experience a wider range of play opportunities as they visit the local Sure Start centre, and the woods and parks where they feed the ducks. Children have many good opportunities to find out how things work when they use magnifying glasses, cash tills, telephones and other programmable toys. The childminder plans basic scientific experiments to capture the children's interest, such as observing the balls rise in the buckets as they fill up with rain water. All of these activities and learning experiences help to prepare children for their next stage of learning.

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

The childminder has good settling-in procedures, which include offering a home visit. Parents settle their children until they feel happy and secure in the childminder's care. The childminder obtains necessary information about children's interests and starting points from parents from the outset of childminding arrangements. She acts as a good role model for children to learn good behaviour. Children played very well together as they shared and took turns while throwing and catching the balls. The childminder teaches children to be kind and respectful to all living things. For example, in the garden, children were very caring as they stroked one of the childminder's cats. They respond positively to the consistent praise and encouragement offered by the childminder. Consequently, they develop confidence and self-esteem.

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

Children develop a good appreciation of living a healthy lifestyle. They learn good hygiene practices as they wash their hands before eating and throw away their tissues in the bin. The childminder finds out about the children's individual dietary requirements and provides for these accordingly. She has completed basic food hygiene training and she provides a range of healthy snacks and meals. Children enjoy sociable meal times as they sit together to eat. The childminder has good procedures in place to minimise possible cross-infection. For example, children do not attend when they are ill, and they have individual towels to dry their hands. Children learn good hygiene practices as they wash their hands during the routine of the day. The childminder has a first-aid qualification to manage emergency situations and good procedures are in place for dealing with and recording accidents and the administration of medication.

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

The childminder encourages children to be as independent as they can in preparation for school. She teaches them to put on their coats and shoes, and encourages them to make their own decisions about what they want to play with. Children learn to keep themselves safe as they practise the emergency procedure and road safety. The childminder supervises children as they challenge their physical skills when climbing on apparatus at the park. Having said this, she is close by supervising and supporting the children as required. The childminder has a good quality range of toys, resources and activities to support each age and stage of children's learning. However, she does not always make the best use of toys and resources outdoors to further extend children's all-round development. The childminder provides a range of good quality nursery furniture to meet the needs of the children attending, for example, booster, car and toilet seats. As a result,

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

the childminder effectively promotes children's safety and well-being.

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provision

The childminder has a good knowledge and understanding of safeguarding children and she knows the correct procedures to follow if she has any child protection concerns. She attends safeguarding training to ensure she keeps up to date with current local safeguarding procedures. Effective risk assessments of the childminder's home and outings minimise any potential risks to the children's safety, for example, hazardous items are out of reach. There is ample space for children to play and explore safely. The childminder has all of the legally required paperwork in place, which helps to ensure the safety and welfare of all children. For example, she maintains a record of children's daily hours of attendance and contracts.

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provision

The enthusiastic childminder reflects on her childminding service and she plans for continual improvement. She is very keen to develop her knowledge and skills and attends training courses to keep up to date with current childcare issues. Parents' and children's views are valued and considered as part of the childminder's on-going self-evaluation process. The childminder demonstrates a good capacity to make continuous improvement for children and their families.

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provision

The childminder has a good understanding of her responsibilities in meeting the learning and development requirements. She plans and provides interesting educational programmes according to the children's individual interests, age and stage of development. The childminder implements systems for the progress check for two-year- old children and she involves parents in this process. This check helps her to identify and close any gaps in the children's achievement. The childminder has experience of caring for children with special educational needs and/or disabilities, and those learning to speak English as an additional language. She works in partnership with others involved in the children's lives to further complement their learning and development in her care.

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provision

The childminder develops good partnerships with parents. The childminder keeps parents up to date through a verbal exchange of information about their child's care and learning. Parents and children are very complimentary about the childminder's service. They are very happy with every aspect of her childminding service. The children enjoy the time they spend with the childminder and her family.

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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 141396 Local authority Milton Keynes Inspection number 841472 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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