Childminder in Milton Keynes

Inspection date

Previous inspection date 06/11/2014 05/05/2012

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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 builds strong relationships with children. This helps them build a sense of confidence and independence.  The childminder promotes healthy lifestyles, meaning children develop good hygiene and eating habits and learn to be active.  The childminder has a secure knowledge of safeguarding issues and procedures to follow to support children's welfare and well-being.

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It is not yet good because

 The childminder does not use thorough systems to observe and assess children's development in order to successfully plan challenging activities specifically for children's learning needs.  The childminder does not provide parents with information that helps them to understand how their children are developing so they can support learning at home.  The childminder does not use effective self-evaluation systems to identify areas where she needs to develop her own skills and improve the service she offers to children.

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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 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 training, knowledge and skills.  The inspector took account of parents' views through recommendation letters.

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Information about the setting

The childminder registered in 2011. She lives with her husband and three adult children on a residential estate in Conniburrow, close to the centre of Milton Keynes. Childminding takes place mainly on the ground floor and in the lounge on the first floor. There is an enclosed garden available for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently five children on roll and of these, four are in the early years age group. The childminder has a qualification in early years.

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must:

 make more effective use of observation and assessments to plan more challenging activities that promote children's further learning and development.

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

 improve further the partnerships with parents to ensure the information they receive helps them understand how their children are developing to enable learning to be supported at home

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

 develop a system to monitor and evaluate the quality of the setting to continually develop knowledge and skills to ensure the best outcomes are reached for children.

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who attend

Overall, the childminder has a relatively sound understanding of children's development. However, observations do not always show what children learn or link to the areas of learning. Assessments do not successfully show whether children make progress in line with appropriate developmental expectations and milestones. This prevents the childminder from planning interesting and challenging activities, which match children's needs to help them make good progress in all areas of learning. The childminder has appropriate systems to implement the progress check for two-year-old children and she includes parents in this process. In general, the childminder provides parents with information about their children's development. She collects information from them, which helps her plan activities using children's interests. She has daily discussions with parents where she tells them about their children's wow moments and provides information about

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who attend

their interests and welfare needs. The childminder gives parents books on child development, but does not provide detailed information about how their children are developing so they can fully promote their children's learning at home.

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who attend

The childminder appropriately supports children's learning and development. She encourages their personal, social and emotional development by welcoming children as they come through the door, showing them who is present and the toys she has out. The childminder sits with the children as they play, encouraging them to explore and choose what they want. The childminder shares her time with the children so they all receive her individual attention. Her engagements with them help them feel important. For example, she praises their achievements. Children settle quickly for their day and show they are interested in learning as they explore and investigate the space.

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who attend

The childminder has a satisfactory understanding of how to promote children's communication and language skills. She provides an ongoing commentary as children play, pointing out and describing, asking questions and engaging children's interest. She is especially confident when helping children with mathematical concepts such as numbers. This means children learn good skills in counting forwards and backwards and the recognition of numbers and number patterns. Books are readily available and children show early signs of reading skills as they recall stories and read from the pictures. The childminder generally promotes children's physical development. Nursery rhymes play in the background and children stop from time to time to listen and join in. They particularly enjoy action songs which identify body parts. They enjoy using the hallway to roll balls up and down and chase each other. The childminder explains that children can play in her

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who attend

outside space using the trampoline, slide and scooters to be physically active. Although children enjoy their time with the childminder, the childminder does not plan activities that successfully challenge children and target the next steps in their learning so they make consistently good progress

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

The childminder successfully works with parents to help children settle. This enables them to build trusting relationships and feel safe when with her. She shows affection for the children and is always close at hand to offer assistance, reassurance or comfort. Through her actions, she shows children how to be kind and considerate, and promotes sharing and turn taking. She helps children learn what they can and cannot do. Overall, children's skills and abilities to interact with others are age appropriate and growing in line with expectations. The childminder extends opportunities for children to build on these skills by taking them to community groups. At these times, they build on their confidence when playing in larger groups of children. The childminder cares for children from a range of different and diverse backgrounds. She answers children's questions and provides them with a range of resources and activities which acknowledge and celebrate difference. This

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

provides an opportunity for children to learn about their own and others' special days, events and cultures. The childminder makes sure children are emotionally secure and have all the skills they will need to move between different settings, and to start school. The childminder provides a safe environment for children to play in. Furniture and equipment is of good quality and suitable for children. Her supervision of children is good. She demonstrates how she risks assesses the environments she takes children into in order to maintain their safety. Her practice promotes children's safety throughout the day in everyday situations, including when practising how to evacuate the premises. This helps children to become aware of potential hazards and safe play.

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

The childminder promotes children's good health and encourages them to carry out care tasks for themselves. Children show good levels of independence in routine tasks such as toileting and meal times. The childminder has a good understanding of healthy eating and provides nutritious and healthy meals. This encourages children to build healthy eating habits. She maintains high levels of hygiene within her routines and promotes hand washing with all the children. Younger children receive helpful support, while older children confidently know the routines. The environment gives children plenty of opportunity to be physically active and move around. Play takes place over two floors and children regularly negotiate steps and stairs safely.

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provision

The childminder does not use thorough observation and assessment systems to know what children learn and how they make progress. This means she lacks the information she needs to plan challenging activities which match children's skills and abilities. Although the childminder plans for some areas of learning well, such as mathematics, this is not consistent. This prevents her planning from being fully effective so that children make consistently good progress.

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provision

The childminder shows a good understanding of safeguarding issues. She is alert to indicators and is able to share her concerns with safeguarding agencies. Her policies and procedures provide her with useful guidance to help her respond promptly to safeguarding issues. The childminder is attentive to protecting children's privacy and confidentiality. All persons living in the house have completed appropriate checking procedures.

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provision

The childminder does not have an effective system to monitor the quality of her provision. Although she has addressed areas for improvement identified at her last inspection, she does not use self-evaluation well to identify ongoing areas where she needs to develop her own skills and the service she offers to children. This affects her ability to make effective and continual improvement in her practice. The childminder has attended several seminars and maintained her paediatric first-aid training. She already has a secure knowledge of child protection issues, and plans to attend further safeguarding training to strengthen her knowledge.

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provision

The childminder understands the value of sharing information with parents and with other organisations who have an interest children's learning, development, and well-being. This helps her to work well with parents and others to meet children's care needs consistently. Parents support the childminder and provide letters of recommendation that show they are happy with the service she provides.

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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 EY436168 Local authority Milton Keynes Inspection number 816739 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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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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