Childminder 141351

Inspection date

Previous inspection date 13/10/2014 09/02/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder provides many opportunities for children to learn and have fun, particularly when planning for children's indoor play.  The childminder is skilled in supporting children's personal, social and emotional development, and as a result children are happy and secure.  The childminder has a sound understanding of how to safeguard children's welfare.

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It is not yet good because

 The childminder's systems to monitor and evaluate her practice are not yet effective and she does not use training as a way to develop professionally to improve the quality of her service.  The educational programme for communication and language does not focus effectively enough on the needs of individual children and this has an impact on their progress in speaking and communicating.  Planning for outdoor areas provide many opportunities for children to learn new skills but do not cover all areas of learning. Therefore children miss out on valuable learning opportunities.  Partnerships with parents and other early years providers are generally in place but do not effectively promote a shared understanding of the steps to take to help children to make good progress.

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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 the activities undertaken by the children and the childminder.  The inspector discussed practice with the childminder.

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Inspection activities

 The inspector sampled documents in relation to children's learning and development, safeguarding and those relating to training, support and skills.

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Inspection activities

 The inspector took account of the childminder's self-evaluation documents provided during the inspection.

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Information about the setting

The childminder registered in 1992. She lives in Bradwell, Milton Keynes, in Buckinghamshire. Childminding activities take place on both the ground floor and the first floor of the childminder's home. Washing and toilet facilities are located on the ground floor. There is an enclosed rear garden available for children's outside play. The childminder's home is within walking distance of shops, pre-school, and schools. The childminder takes and collects children to and from the local pre-school and school. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She currently has 10 children on roll, of which four children are in the early years. She also cares for children aged over eight years. Most children attend on a part-time basis.

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must:

 develop systems to monitor and evaluate practice more effectively to improve the provision for children, for example by accessing training to gain a deeper understanding of the learning and development requirements

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must:

 improve the educational programme for communication and language by providing opportunities for children to develop confidence in their speaking skills

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

 develop further the outdoor area to provide a range of learning experiences across all areas of learning

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

 promote partnerships with parents and other early years provisions further to ensure planning for children supports their next steps and encourages learning consistently across all provisions and home.

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who attend

The childminder promotes children's personal, social and emotional development well. She provides a welcoming environment for children, with furniture and play resources stored so that they are easily accessible. This enables children to help themselves and make independent choices in their play. The walls are covered in children's photographs, enabling them to talk about past activities and events and feel important to the childminder. The childminder is friendly and greets children warmly; she talks to them about what they have done since she last saw them. They come confidently into her provision happy and excited to see their friends. The childminder spends one-to-one time with each of the children showing them how to use the resources. This enables them to try out how resources work. The childminder generally promotes children's communication and language skills well. She listens carefully and responds to their chatter. She keeps up

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who attend

a running commentary using descriptive language such as big and small, fat and thin. Language is generally used well as an aid to learning. The childminder uses a mixture of both open and closed questions which sometimes help children to develop their critical- thinking skills. A range of available picture books helps the childminder to encourage children to speak new words. Most children learn to speak confidently in line with expected levels for their age. However, the childminder is not consistent in planning educational programmes which encourage progress in all children's speaking and communication skills.

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who attend

The childminder promotes children's physical development well. She provides a range of construction equipment which children enjoy playing with. They build cars and monster vehicles which they proudly show to the childminder. She provides them with dough to squeeze and stretch, strengthening their hand muscles in readiness for later writing skills. The childminder opens up space to allow children to move between rooms and they race through the rooms on foot or on push-and-ride toys at speed. She also provides a range of outdoor resources such as scooters and tricycles, enabling children to learn to peddle and steer. There are climbing frames available, enabling the children to practise body control and balance. There are lots of opportunities for each child to be physically active outside. However, the childminder does not always plan a good range of activities outside to support children's overall development.

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who attend

The childminder initially talks to parents about home routines and gathers general information about their child's development. She is enthusiastic and full of energy, however, her teaching skills are variable. This is because she concentrates too much on children's general care and not enough on precise teaching. The childminder has a sound knowledge of children's current skills and abilities through her observations. However, she is not yet fully focused on matching activities to children's individual learning needs. The childminder has a system to implement the progress check for two-year old children. However, her assessments do not yet give parents or other early years providers enough information in order to further support learning. The childminder sees her service as complimenting the service children receive through other early years providers. She explains that children only attend on short part-time contracts. However, she has yet to

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who attend

establish good partnerships with others who care for children, including parents, in order to make learning fully effective.

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

The childminder works with parents successfully to help children settle into her care with little upset. She models how to relate towards other people from the beginning of care arrangements. There is kindness and affection for children because she provides them with comfort and one-to-one time when needed. This helps them begin to understand relationships and build friendships. Children look forward to seeing each other and enjoy each other's company. While they are not yet developmentally able to engage each other in games they use the childminder well as a go-between. She encourages sharing and turn taking and promotes manners by example. There are simple house rules in place to help children learn what acceptable and unacceptable behaviour is. This helps children play in harmony and safely alongside each other. The childminder helps children to learn about other people and their communities. She provides positive images of people who

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

are different within the learning equipment she offers the children. The children who use her service come from a range of ethnic backgrounds and are encouraged to share their experiences with their friends to learn more about diversity.

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

The childminder confidently shares her understanding of safeguarding. She is alert to indicators which may cause concern and understands the importance of recording and reporting promptly to safeguard children. The childminder ensures all adults who are regularly in contact with children have been appropriately vetted. Comprehensive safeguarding policies and procedures help her to maintain children's safety through working with safeguarding agencies appropriately. The childminder maintains a safe environment both indoors and outside. Furniture, play and learning equipment are good quality and well maintained, offering children a variety of learning experiences. While the childminder uses both inside and outside spaces regularly, there is more preparation for learning inside than outside. Therefore, children do not use the outside space to its full learning potential.

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

The childminder promotes healthy lifestyles. She provides a range of healthy options for snacks and meals with occasional treats. This helps children to develop healthy tastes and make good choices in what they eat. The childminder promotes the children's independence and is encouraging when younger children begin to recognise the signals their bodies give to them. Children show a willingness to participate in self-care tasks. The childminder promotes hygiene routines appropriately. She provides equipment in her ground floor toilet, which helps children reach the toilet and sink. The childminder offers support to the children while they wash their hands. Children are physically active and full of energy to support their learning throughout the day.

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

The childminder successfully helps children adapt emotionally between different early years providers. In general, the children gain the skills they need to support them when they go on to attend school.

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provision

The childminder does not yet deliver the educational programmes well enough to ensure children make rapid progress in all areas of learning. She has a broad understanding of children's current skills and abilities through her observations to monitor progress and assessments. However, she does not use her knowledge effectively to plan and provide the children with purposeful learning opportunities to make good progress.

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provision

Overall, the childminder shows more confidence in her understanding of the safeguarding and welfare requirements and delivers these relatively well. She has a system in place to reflect on the quality of her service. The childminder talks to parents each day, collecting their views and comments. Children also share how they feel about the provision with the childminder. This helps her to maintain a service which generally meets their needs. Most issues raised with the childminder at the last inspection have been addressed and this ensures some improvement on maintaining documentation. The childminder has changed some aspects of her service to adapt to the changing needs of the children she cares for. Although the childminder recognises areas in which she can improve, some weaknesses go unseen and unaddressed. The childminder has a busy working day. She does not take the time to develop her own knowledge, and training is not seen as a priority. This has an

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provision

impact on how well she is able to improve her skills and make a positive impact on the quality of the service she offers.

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provision

The childminder has long established relationships with some pre-schools and schools in the area. However, she does not fully understand how to work effectively with them in order to help children make the most of all of their learning opportunities.

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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 141351 Local authority Milton Keynes Inspection number 841468 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 10

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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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