Childminder in Buckinghamshire

Inspection date

Previous inspection date 11/11/2014 02/12/2009

p.1

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 1 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 The childminder develops excellent bonds with children as they receive plenty of time to settle in her home. This means that children are very happy and relaxed in the childminder's care.  The childminder provides a secure environment, which helps children to feel self- assured and safe. Consequently, children feel confident to explore and investigate within the environment.  The childminder successfully promotes children's learning and development through play. As a result, children have fun and enjoy the activities on offer.  The childminder effectively promotes and maintains two-way communication with parents. This helps her to meet the children's individual needs purposefully.

p.1

It is not yet outstanding because

 Planning does not show the next steps required for individual children's learning to progress

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children's activities, held discussions with the childminder and talked to children throughout the inspection.

p.2

Inspection activities

 The inspector had a tour of the premises and viewed the equipment and resources available to the children.

p.2

Inspection activities

 The inspector looked at a sample of children's observation records, discussed self- evaluation and reviewed a selection of policies.  The inspector gained the views of parents through written statements.

p.2

Information about the setting

The childminder registered in 2007. She lives with her school-age son in the residential area of Stoke Mandeville, near Aylesbury, Buckinghamshire. Her home is close to shops, parks, schools and public transport links. The whole of the childminder's home is used for childminding, except the master bedroom. She has two dogs. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She has nine children under eight years on roll, two of whom are in the early years age group. The childminder takes and collects children from local schools and pre-school, and regularly attends several toddler and activity groups.

p.3

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

 involve parents more fully in supporting their child's learning at home by sharing greater detail about how future learning goals can be achieved.

p.3

who attend

The childminder supports children's learning and development well through their play. She has a good understanding of how to use everyday activities and experiences to effectively support children in their learning and development. Children benefit from the individual time and attention the childminder gives them. The childminder clearly enjoys the time she spends with the children. She sits with them on the floor supporting and, where appropriate, guiding them in their play. The childminder provides children with a range of activities and experiences that are linked to their interests and abilities. As a result, activities successfully engage and interest children. For example, they enjoy playing together with pop-up toys, which develops their hand control and teaches them about shapes, patterns and colours. The childminder positively models language as she speaks to children as they play. Children sit with the childminder as she reads them their favourite

p.3

who attend

stories. At this time, she extends their interest and learning by asking them to recall the story and to begin to recognise familiar words. This helps children to develop their literacy and their listening skills. The childminder praises the children as they try some new words. This helps them develop their self-esteem and gain confidence to express themselves.

p.3

who attend

The childminder makes good use of the indoor and outdoor environments to promote children's play and learning. Books, games and toys are easily accessible and children enjoy regular trips to activity groups and the library. Children benefit from their outings and regularly meet up with other children to develop their social skills. This also helps to prepare them for future changes, such as moving on to school. The childminder has a good understanding of each child's individual needs and starting points in their learning, through her very close communication with parents. She tracks children's ongoing progress well and successfully plans activities to promote their learning, based on their individual interests and abilities. The childminder regularly shares information with parents about the activities their children take part in, and the goals that she has set for their future development. However, she does not provide parents with

p.3

who attend

specific information about how she intends to help children reach their goals. This does not promote a fully shared approach to children's learning. The childminder demonstrates a clear understanding of how to complete the two-year-old progress check when required and knows to share these with parents.

p.4

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

Children have secure emotional attachments with the childminder and thrive in this welcoming setting. Consequently, they have a solid foundation for well-being and independence. Children flourish in their relationships. They play and explore with extremely high levels of confidence. As a result, children have a very strong sense of belonging and describe the setting as, 'a safe, happy, healthy place'. They move purposefully around the highly stimulating indoor environment and the enclosed rear garden, making decisions about where to spend their time. Children interact with each other extremely cooperatively, and eagerly involve the childminder and other children in their play. For example, they thoroughly enjoy the opportunities to dance together while listening to nursery rhymes, remembering the actions for favourite songs. The childminder speaks to parents to gather detailed information about their child when they first start.

p.4

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

This enables her to sensitively plan care to reflect children's individual needs and to help them settle in quickly. The children's safety is central to the organisation of the childminder's practices. She identifies and minimises hazards in her home, and on outings. The childminder gives clear guidance to teach, and remind, children how to keep themselves and others safe.

p.4

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

The childminder has a positive policy regarding behaviour and discusses this with parents before their children start. She continues to discuss behaviour management with parents as children grow and expectations change. For example, when children have difficulties dealing with their emotions, she helps them to find constructive solutions whilst working alongside parents. These effective partnerships with parents help to provide consistency in the care children receive.

p.4

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

Children are developing a very strong understanding of how to promote their good health. The childminder teaches them about the importance of eating fruit and vegetables each day. At snack time she supports children to try a variety of fruits and vegetables that offer different tastes and textures. Children are also developing an excellent understanding of how to keep themselves healthy through good hand washing practices. Child friendly posters remind children to wash their hands after sneezing, playing with pets, using the bathroom and before eating. This further enhances their understanding of how to stay healthy. Children further adopt a healthy lifestyle through the opportunities they have for physical play. The childminder offers a wealth of experiences for children at her home and also on their daily outings. They regularly visit soft play parks with slides and tunnels, and enjoy walks and local nature trails. These outings also enable children to spend time in

p.4

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

larger groups, forming new friendships and experiencing increased structure. Overall, children receive superb support for their emotional well-being. They develop confidence and skills that provide an exceptional base for future learning.

p.5

provision

The childminder demonstrates a good awareness of her role to protect children. She safeguards them effectively and is confident to report concerns about children's welfare should they arise. The childminder is aware of her responsibilities when administering medication and treating minor accidents. She holds a valid first-aid certificate and receives monthly updates that supplement her first-aid training. The environment is secure and the childminder carries out regular checks to minimise hazards, both around her home and for proposed outings. This means that children are well protected. The childminder has a comprehensive range of policies and procedures that underpin her practice. Parents receive copies to keep them fully informed about the service.

p.5

provision

The childminder effectively observes, monitors and tracks children's progress. She has a good awareness of each individual child's interests and abilities. As a result, all children make good progress in their learning. Her main aim is to ensure that children enjoy a home-from-home atmosphere and enjoy a broad range of activities. The childminder demonstrates a commitment to improving her practice and provision. For example, she has undertaken recent training for the revised Early Years Foundation Stage framework. As a result, her skills and knowledge are up to date. The childminder plans to undertake ongoing training to continually extend her knowledge and improve outcomes for children.

p.5

provision

Parents speak very highly of the childminder. For example, a parent writes, 'we wouldn't even think of looking anywhere else, our children love her.' 'The children enjoy all the activities, such as going to the gym and also all the cooking and painting.' The childminder knows to work closely in partnership with local schools to support children when they are preparing to move to school. She also knows there may be occasions when she needs to work with specialised professionals to support children with special educational needs and/or disabilities, or children who speak English as an additional language.

p.5

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

p.5

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

p.6

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.

p.6

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.

p.7

Setting details

Unique reference number EY348250 Local authority Buckinghamshire Inspection number 835214 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.8

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,

p.8

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’.

p.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9