Childminder in Buckinghamshire

Inspection date

Previous inspection date 24/10/2014 10/02/2012

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 The childminder develops positive relationships with children, who are clearly confident and relaxed.  Children are happy; they learn to behave well as they play co-operatively in her care.  Children benefit from the regular fresh air and exercise as they enjoy many learning opportunities in the outdoor play space.

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It is not yet good because

 The childminder has not developed an evaluation system that will demonstrate her capacity to improve.  The childminder is not tracking children's progress towards the early learning goals in order to be aware of any gaps in children's learning and to plan for these.  The childminder does not always encourage children to manage risks for themselves and to develop their own awareness of safety.

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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 spent time observing children and their activities, both indoors and outdoors.  The inspector observed the childminder interacting with the children.

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Inspection activities

 The inspector looked at a sample of children's observation records, and a selection of policies and children's records.

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Inspection activities

 The inspector spoke to the childminder and her co-childminder at appropriate times throughout the inspection.  The inspector gained the views of parents through discussions.

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Information about the setting

The childminder registered in 2011. She works with two co-childminders from their home in Taplow, Buckinghamshire. The children have access to the downstairs of the property for their play and rest. They are also able to rest and sleep upstairs. A secure garden is available for outside play. The setting has chickens, a tortoise and large fish in an outdoor pond. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently 36 children on roll, and of these, 13 are in the early years age group. The childminder takes and collects children from school and pre-school, and she attends local children's activities.

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

 develop use of self-evaluation as a means of monitoring the quality of the provision, identify areas for development and plan for how these will be achieved

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

 track children's progress to demonstrate they are making progress towards the early learning goals

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

 ensure children consider safety rules in order to promote their ability to understand risks and keep themselves safe.

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who attend

The childminder has a satisfactory understanding of the Early Years Foundation Stage and knows how to promote learning and development. She generally encourages children to be curious as they play. She gives them time to think and talk, and supports their interests over time. This shows the quality of teaching is satisfactory and generally supports children to become early learners. Children enjoy their time with the childminder and engage positively in the activities on offer. Children enjoy a suitable range of play-based experiences in support of their development and learning, and these cover all areas of learning. The childminder talks with children during their play activities to extend their thinking, and to promote the development of communication and language skills. During the inspection children enjoyed playing with games and puzzles, and developing problem- solving skills and perseverance. They concentrate as they try to win the game and they

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who attend

show they know what is required as they explain the rules about how to win or lose. The resources are easily accessible so that children can choose what they would like to play with. The childminder takes account of children's interests and promotes their free choice, which helps them to engage positively in their play. As children play with sand and water they investigate what happens when mixing these together, discovering how the texture and qualities of the sand changes. This increases their understanding of the world around them. Children have access to a wide range of physical play equipment within the garden to support their physical skills. For example, there is a climbing frame, a play- house and an allotment area for children where they grow their own flowers and vegetables. The childminder makes use of the local community; children regularly go to toddler groups, visit the library or go to the shops. The childminder is careful that children

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who attend

remain safe and she reminds them of the safety rules. However, she does not ask children to consider the reasons for rules, which means they do not always know how to manage their own risks independently.

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who attend

The childminder works with her co-childminders to record observations of the children at play. She is planning to use these to identify next steps in their learning. However, she has not yet tracked children's progress towards the early learning goals, in order to be fully aware of any gaps in children's learning, and to plan for these. Children have access to opportunities that support their awareness of diversity in life. For example, they regularly have opportunities to prepare and try foods from different cultures. This supports them to consider the lives and traditions of others in their local community and the wider world.

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who attend

Each child has their own learning folder, containing observations and photographs, as evidence of learning. Parents are able to view the learning folders whenever they wish. Parents frequently discuss their children's care with the childminder and this supports her positive relationships with parents.

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

Children are happy, confident and are interested in all that they do. They independently access a range of age-appropriate resources in support of their development. They have developed trusting relationships with the childminder and they actively invite her to participate in their chosen activities. The childminder praises children for their efforts and achievements, which enables them to develop high levels of self-esteem and confidence. The childminder frequently praises children, supporting them to gain confidence and self- esteem. The childminder reinforces respectful behaviour and caring attitudes, and she uses strategies for managing children's behaviour that are appropriate for their level of understanding. For example, the childminder manages the children's squabbles appropriately by speaking to them and making suggestions about how to play well together. Children develop good social skills as they learn to share and take turns when

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

playing with the popular toys. She spends time talking and listening to the children. As a result, they each benefit from plenty of individual attention. Consequently, children have their emotional needs well met in a calm and child-friendly environment.

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

The childminder has risk assessments in place resulting in minimised potential risks. For example, the garden outside is checked daily to make sure all areas and equipment are safe. The childminder is careful that children remain safe and she reminds them of the safety rules. However, she does not ask children to consider the reasons for rules, which means they do not always know how to manage their own risks independently.

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

Children engage in physical activities each day in the childminder's playroom, garden or at other play venues. This helps children begin to develop their physical skills and learn about healthy lifestyles. Younger children are able to rest and relax when they need to throughout the day. Daily routines are also in place to support children's good health. They learn consistent hygiene practices, such as washing their hands after personal hygiene routines, before snacks and in preparation for food-based activities. Children enjoy a balanced diet and the childminder encourages the children to try a range of different foods. This enables them to broaden their tastes in food and increase their understanding about eating healthily. Children persist in learning new skills, such as putting their shoes on, and they show pride in their achievements. For example, they proudly show off their paintings. This means they are developing appropriate skills for

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provision

The childminder demonstrates a suitable understanding of her responsibility to meet the legal requirements of the Early Years Foundation Stage. The childminder provides activities that support children's development in all areas and she is keen to develop her knowledge about how children learn. The childminder ensures children have daily outings; they experience many opportunities to engage in local group activities and visit various local facilities. The childminder uses these outings to encourage children to mix with others and develop their social skills. The childminder discusses children's progress with her co-childminder, and she is gaining knowledge about how to monitor and evaluate children's progress. She is aware of strategies to follow, such as seeking support from outside agencies if she has concerns about children's development.

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provision

The childminder demonstrates a commitment to continuous improvement and to developing her knowledge and skills. For example, she has completed child protection training. This means she is familiar with the possible symptoms of children at risk and knows what to do if she has concerns about their welfare. The childminder is beginning to evaluate her practice and is developing an awareness of her strengths and areas for development. She seeks support from her co-childminders and implements suggested changes to improve her practice. The childminder's use of self-evaluation, to monitor the quality of her provision, and her plans for development are at an early stage.

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provision

The childminder has effective partnerships with parents, which effectively support children's care, welfare and overall development. The childminder values feedback from parents. She spends time at the end of the day talking with them about their child's experiences. These daily discussions ensure parents are able to share their views and they keep parents informed about their child's achievements during the day. Parents speak positively about the childminder. They say they are pleased with the care their children receive and their children are happy. The childminder also understands the importance of working with other early years providers and schools to help prepare children to move forward in their learning.

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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 EY432857 Local authority Buckinghamshire Inspection number 845487 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 36

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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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