Shaw, Emma Beaupre

Inspection date

Previous inspection date 03/11/2014 18/11/2009

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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

 Children demonstrate a strong sense of security and confidence because of the positive relationships the childminder establishes with them.  Children make good progress because the childminder monitors their learning successfully and plans for their individual needs.  The childminder effectively promotes children's welfare because she demonstrates a good understanding of her responsibility with regards to safeguarding children.  The childminder consistently provides children with opportunities to gain independence skills which help prepare them for the next stages in their learning.

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It is not yet outstanding because

 The childminder has not yet developed methods to encourage parents to regularly share their children's achievements from home.  The outside area does not reflect the rich and varied indoor environment, which means the childminder does not fully enhance children's already good experiences.

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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 compulsory part 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 childminder interacting with children.  The inspector examined a sample of policies, documents and paperwork.  The inspector read feedback from parents.  The inspector discussed the childminder's self-evaluation form.

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Information about the setting

The childminder registered in 2009. She lives with her husband and two children in Wokingham, Berkshire. The family has a pet cat, a dog and chickens. The whole of the downstairs, apart from the living room, is used for childminding and one room upstairs is used for sleep facilities. The childminder lives within walking distance of shops, toddler groups, a park, library and other amenities. The childminder is prepared to take children to, and collect them from, local schools and pre-schools. She is registered on the Early Years Register and the compulsory part of the Childcare Register. The childminder is currently minding six children in the early years age group, on a full-time and part-time basis. The childminder is a registered nurse and she has a relevant qualification at level 3.

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

 extend further the methods for encouraging parents to share additional details of what their child achieves at home

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

 enhance children's already good experiences, by considering how the rich and varied indoor environment can further be reflected in the outdoor areas.

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who attend

The childminder has a good understanding of how children learn through play. She plans activities to encompass all of the areas of learning, for the children to enjoy. Children are making good progress in all areas and, in some, exceed expected goals. Each child has a development folder that captures significant moments in their learning and development. The childminder enhances this further by using photographs that show children engaged in different activities. Parents stay informed about their children's progress and periodically look at their children's learning and development folders. However, the childminder does not regularly encourage them to contribute details of what their child achieves at home. Therefore, she has not fully embedded a cohesive approach to promoting children's learning. The childminder understands the process for completing the required progress checks for two-year-old children. She also recognises the importance of involving parents

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who attend

with this process to ensure her assessment of their child is accurate.

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who attend

The childminder helps children to develop their language skills by modelling language effectively. She also asks useful questions to help children think and build on their vocabulary. The childminder offers plenty of praise. This ensures she promotes children's personal, social and emotional development very well as their communication skills increase. Children take pleasure in spending time with the childminder as she engages well with them. She sits at their level and joins in with activities, such as threading cotton reels and caring for baby dolls. She motivates the children and encourages their use of language well. She shares books the children choose for her to read and discusses the pictures. For example, she discussed pictures in a book of an aeroplane and the beach. This led to a meaningful discussion about how people can paddle in the sea when they are at the beach and helped children to make links in their learning.

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who attend

The childminder helps children to learn about mathematical language. For example, she encouraged children to count the items they were making with play dough. She named the shapes, modelling the language for younger children as they put them into the shape sorter. Children explore technological toys by pushing buttons and excitedly waiting for the music which they then dance to. They learn about festivals, such as Diwali and Easter, and collect eggs laid by the childminder's chickens. This provides children with opportunities to learn about diversity and the world around them.

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

Children feel very secure with the childminder. She takes care to obtain information from parents about their child's likes, dislikes and care routines, to enable her to fully meet their needs. She responds well to the children and gives meaningful praise so children feel they are special and valued. They are happy in their surroundings and show pleasure in their play and interactions with the childminder. She treats children with kindness and respect, and well-organised routines help young children to feel secure and confident while in the childminder's care. Children's behaviour is good. They behave well because the childminder keeps them occupied. Her good role modelling and meaningful discussions about her house rules help children to understand what she expects of them. She also teaches them to take turns, share resources, and to use good manners. She uses strategies to help children to resolve any conflict by engaging them in conversations about

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

how they can resolve issues. She provides children with resources to help them to achieve this, such as timers to help with sharing resources.

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

Children express their needs and choices, demonstrating confidence and a feeling of safety in the environment. The childminder offers several opportunities for children to develop their independence and make choices about what to play with. This is because the toys are attractively presented and easily available to children. The thoughtful range of resources and learning experiences the childminder provides inside enhances children's enjoyment and their all-round development. However, the outdoor environment is not as rich and varied as the indoor environment, to fully support children's all round development when in the childminder's garden.

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

Children have opportunities for fresh air daily, whether in the garden, when they visit the park, or when they go on outings. These opportunities effectively contribute to their physical well-being. The childminder also visits the local parent and toddler group, so the children socialise with a wider range of children and adults to develop their social skills. Children enjoy healthy meals and snacks, such as blueberries and grapes. They also learn about appropriate table manners and how to gain self-care skills with toileting, eating and drinking. The childminder clearly helps them to develop their independence, and their social skills, so prepares them well for their eventual move to pre-school, or school.

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provision

The childminder has a secure understanding of her responsibility to meet the requirements of the Early Years Foundation Stage. She fully understands her role to safeguard children. She has attended training, and has a good knowledge of child protection issues and the process to follow if she has concerns for a child's well-being. The childminder shares her written policies with parents and provides them with a detailed information pack. Therefore, they develop a good understanding of the service she provides. She gives high priority to the safety of children. For example, she has a relevant first-aid certificate and carries out effective risk assessments to minimise any hazards in her home and on outings. She teaches children about road safety, ensuring the older children act as good role models to the younger children, and she regularly practises the emergency evacuation procedure with them. As a result, children are clearly learning about how to keep

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provision

The childminder recognises the importance of working in partnership with other professionals, where this is appropriate, to fully meet children's needs. She shares information with the other settings that children attend and is aware of where to seek help for children who may need extra support. For example, the childminder and her family have recently attended a language signing course to help them to communicate more effectively with children. Parents report that they are happy and confident leaving their children in the childminder's care. They state how she carries out interesting activities with the children who enjoy spending time with her. The childminder ensures parents know about their children's day through regular feedback. She provides them with regular summaries of children's learning and development.

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provision

The childminder has a good understanding of her role in monitoring the delivery of the educational programmes. She monitors and tracks children's progress, ensuring they are making good progress towards the early learning goals. She recognises her strengths and accurately identifies areas for improvement, such as attending further training. The childminder has recently completed a childcare qualification. This ensures she targets priorities for improvement well to benefit the children, and support her in monitoring and improving the quality of children's learning experiences.

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The Childcare Register

The requirements for the compulsory 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 EY393819 Local authority Wokingham Inspection number 838354 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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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