Childminder in Buckinghamshire

Inspection date

Previous inspection date 03/11/2014 09/11/2009

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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 makes very good use of observation, tracking and monitoring of children to plan for children's next steps for learning. Consequently, children make good progress in their learning and development.  There is a good rapport between the childminder and the children. Children relate to the childminder in a manner that shows they feel secure. Children are learning to respect and cooperate with others.  The childminder plans and delivers a varied programme of activities that are in keeping with children's developmental stages. Children make purposeful choices and enjoy learning.  The childminder manages her provision effectively, and this enables her to meet children's needs well.

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It is not yet outstanding because

 The childminder does not make full use of the garden to continuously support children's 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 children's activities, indoors and outside.

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Inspection activities

 The inspector looked at children's assessment records and discussed activity plans with the childminder.  The inspector reviewed suitability information with the childminder.

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Inspection activities

 The inspector sampled documentation, self-evaluation and discussed improvement plans with the childminder.  The inspector took note of information that parents provide.

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Information about the setting

The childminder was registered in 2006. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband and their three children in Great Kingshill, near High Wycombe in Buckinghamshire. The childminder mainly contains children's activities to the ground floor of her home, where children use the conservatory, kitchen and dining areas. Toilet and washing facilities are at this level. The childminder provides sleeping facilities for children on the first floor. There is a fully enclosed garden available for outside play. Currently, there are 11 children on roll, of whom five are in the early years age group. The childminder holds a qualification in childcare and education to level 3. The family pet is a dog.

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

 make more consistent use of the garden to support and extend children's learning.

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who attend

The childminder plans and delivers a varied programme of activities that are in keeping with children's developmental stages. This helps children to learn to make purposeful choices and enjoy learning. The childminder routinely observes, track and monitors children's progress. She makes effective use of the information that she gains from parents and other practitioners to consistently support children to take the next step in their learning. As a result, all of the children make good progress in learning and development from their starting points.

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who attend

The childminder's close involvement in children's play helps her to put their learning into context. For example, during the inspection, when the children dressed up and played at being doctors and dentists, the childminder helped them to learn the proper names for the instruments that these professionals use in their work. She extended the activity to help the children to understand about practices that promote good healthy lifestyles, such as brushing teeth and the reasons for doing so. The childminder used the pretend play activities successfully to deepen children's understanding of the different roles of people in society. The childminder teaches children to understand that technology has different uses. For example, children learned to take control when they turned the cassette disc player on and off. The childminder used the activity, which was based on technology, to engage the children in several areas of learning. Children showed that they are developing

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who attend

good communication skills, such as listening and following instructions. They showed that are learning to take turns and to show consideration for others as they cooperated well in play. Children enjoy the fun activities that incorporate music, movement and mathematics, showing that they are developing good recognition of colours and shapes. The childminder knows the children well and this enables her to provide them with challenges that are varied and achievable for children who are at different stages of their learning.

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who attend

The childminder helps children to use mathematics in their daily experiences, such as identifying numbers and shapes in the environment. Children learn about measures and quantities as they participate in activities such as cooking. The childminder provides children with good opportunities to develop their physical skills and to play outdoors daily. She routinely helps them to learn about practices that promote healthy lifestyles. Children play in the garden, walk in the local area and visit many places of interest. Children learn about the natural world, the seasons and time as they observe changes to the crops in the fields. However, the childminder is less creative about how she uses the space in her garden to consistently extend and enhance children's learning. Even so, the childminder provides children with many good quality learning experiences and she prepares them well for the next stage of learning and for school.

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

The childminder makes effective use of the information she gains from parents and other practitioners to plan for the next steps in children's learning. She links her records with information from parents and with published child development guidance. This gives her reliable information to inform her planning in relation to children's starting points. Children are making good progress at a pace that is individual to them. This promotes equality very well as children gain confidence and independence. The childminder helps children to learn recognise and understand what they like to do and why, and this promotes children's independence very well.

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

The childminder is respectful of children's cultural practices and sensitive to their personal needs. Additionally, she is very careful to listen to parents and follow their guidance. Children learn to make healthy choices about what they eat. For example, they choose from a range of healthy alternatives at lunchtime. The childminder works closely with parents to make sure that children's diet is balanced and nutritious to include foods from all of the main food groups. Children continue to consolidate their understanding of practices that contribute to their healthy lifestyles. For example, they learn to wash their hands before handling food. The childminder models this practice for them and helps them to learn about safe food handling. The childminder uses activities inside and outdoors to help children to develop their understanding of personal safety. For example, she helps children to understand why it is important to remove tripping hazards by putting toys

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

away properly. The childminder helps children to learn the green cross code for crossing roads safely, and they learn to judge risks and use tools, such as scissors, safely under the childminder's guidance.

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

The variety and range of good quality play resources that the childminder makes readily available to children helps them to explore and further their interests. Children are familiar in the environment and make choices about the resources that they want to use. The provision of realistic resources, such as tools, gives children many opportunities to initiate play and put their learning into meaningful context. This helps children to develop positive attitudes and values about themselves and others.

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provision

The childminder demonstrates good understanding of her responsibility to consistently deliver good quality learning and developmental experiences for children. Her systems for planning, assessment and monitoring of the educational programmes are effective in supporting children's learning and development. The childminder keeps children moving forward at a good pace in line with their ability and expected developmental stage. Overall, the childminder makes ample good quality resources available to support children's learning and development.

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provision

The childminder bases her practice securely on the Early Years Foundation Stage and this enables her to take all of the required actions to safeguard and promote children's welfare. She clearly understands what to do if concerns arise about children's well-being. In addition, she shares safeguarding information with parents to make sure that all parties understand her role and responsibilities in this regard. The childminder maintains required documentation accurately; these include children's information, attendance and accident records.

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provision

The childminder makes effective use of risk assessments and this ensures that children play in safe and secure environments. For example, hygiene standards and practices in the home reduce the risk of cross infection for children. Children do not have access to hazardous substances or dangerous equipment. The childminder extends risk assessments to outdoor activities and outings.

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provision

The childminder achieves successful partnerships with parents and others where children attend more than one setting. In doing so, she demonstrates that she fully understands the requirement and the importance of effective partnerships for the benefit of the children. The childminder completes the progress check for children between the ages of two and three, and she shares the summary reports with parents. Parents praise the childminder for her knowledge and expertise with the children. They commend her for the varied and interesting range of activities that she provides for children. Parents welcome the manner with which the childminder involves them in making arrangements for children's learning and development. The childminder is working effectively to evaluate her practice and to drive improvements. She addresses recommendations from previous inspections and maintains essential qualifications, such as first aid. She is making use of

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provision

training opportunities from relevant professional agencies and the local authority. Since her last inspection, the childminder has achieved a qualification in childcare and education at level 3.

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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 EY320500 Local authority Buckinghamshire Inspection number 834599 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 11

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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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