Childminder in Milton Keynes

Inspection date

Previous inspection date 19/11/2014 07/10/2008

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early years provision

This inspection: 1 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 1

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This provision is outstanding

 With the full involvement of parents the childminder consistently plans and delivers extremely detailed educational programmes for children, who are at different stages of learning and development. Consequently, children excel in all areas of learning and development.  The individual and personal care that the childminder and her assistants give to children helps their confidence and independence to flourish.  The childminder uses her excellent understanding of early years practice, alongside the Early Years Foundation Stage, to establish strong leadership and management of her provision. As a result, she achieves and sustains high quality provision for children in all areas of her practice.  The childminder is meticulous in the management of her provision and this safeguards children extremely well.

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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 outdoors

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Inspection activities

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

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Inspection activities

 The inspector reviewed suitability documentation, policies and procedures with the childminder.

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Inspection activities

 The inspector sampled documentation and self-evaluation details, and discussed improvement plans with the childminder.

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Inspection activities

 The inspector spoke to parents and took note of information from them, and other professionals, who are involved in the children's education and care.

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Information about the setting

The childminder registered in 2007. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with two assistants. She lives with her husband and their four children in Kents Hill, Milton Keynes, Buckinghamshire. The whole of the ground floor of the home is used for childminding and children use the play room, kitchen diner and the living room. The childminder makes provision for children to sleep on this level as well. Toilet, washing and nappy changing facilities are also at this level. There is a fully enclosed garden at the rear of the premises for children's outdoor play. Currently there are 12 children on roll, and 10 of these are in the early years age group. The childminder receives funding for the provision of free early education for children aged three and four. The childminder holds a degree in Early Years and one of her assistant is qualified to level 3 in childcare and education. The childminder

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Information about the setting

takes and collects children to and from school. Schools, shops, parks and other amenities are in walking distance of the childminder's home.

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

 enhance opportunities for children to increase their understanding of disability.

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who attend

The childminder consistently plans and delivers extremely detailed educational programmes for children who are at different stages of learning and development. Consequently, children excel in all areas of learning and development. The childminder has robust systems in place to effectively monitor, track and assess children's ongoing progress. This enables the childminder to work extremely closely with her assistants to expertly identify children's next steps for learning and accurately tailor the planning of activities to meet these. The childminder knows precisely when to move children's learning on. For example, close tracking of children helps her to know when to introduce or reintroduce activities to children, and when they have secured their knowledge and are ready for a new challenge.

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who attend

The childminder's close tracking of children's progress enable her to act quickly to close gaps in children's learning and development. It is her practice to use information about children's interest to build children's language skills, and to promote their personal social and emotional development. For example, she knows that children are particularly interested in the trains. Therefore, she uses this as the central resource to extend learning and make it meaningful for individual children. For instance, they count and set out the track to reflect a three dimensional scene. Children consolidate their learning of concepts, such as over and under, and the childminder extends their vocabulary with words including 'higher' and 'lower'. The childminder extends the activity with interesting stories and brightly coloured books. This captures the children's imagination, and children, who are able, are inspired to tell their own story of the train's adventure across the

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who attend

countryside. The childminder challenges the children further by asking them to identify animals and birds. For example, they explained it is a goose and that geese are types of birds. Children ask questions to gain information. The childminder and her assistants work extremely closely with the children. This allows them to effectively differentiate activities for children who are at different stages of learning. For example, during the inspection older children enjoyed the story of their choice and showed deep concentration and engagement. Younger children played with the dolls and the assistant used the activity to promote communication and language, while these children engaged in pretend play. As a result, the atmosphere is busy and purposeful, and the childminder and her assistants help children to engage in learning in ways that suits them best.

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who attend

The childminder plans meticulously to deliver activities that are exciting for children. She demonstrates deep understanding of how children learn. She is extremely creative in her ideas for learning, and makes learning extremely enjoyable and fun for children. For instance, she presents shaving foam in a manner that enables all of the children to explore it fully. For example, they make patterns, draw shapes, and practise their early writing skills while making these marks. The children shared their learning and invited others to play. They laughed with glee and showed their enjoyment as they get messy and create change.

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who attend

Children play freely outdoors. They use a range of resources to promote their physical development. The childminder captures children's imagination when she uses familiar stories and rhymes to engage the children. Children are excited and pretend to be the different animals going through the forest from the story. The childminder helps the children to understand that the effects of physical activities on the body, and they learn that it helps to build their appetites in readiness for lunch.

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who attend

The childminder helps children to develop excellent understanding of mathematics. For example, children learn about weights and measures as they use equipment, such as scales and tape measures, in their play. They consolidate and extend this area of learning as they use their knowledge to complete tasks, such as, cooking and preparing food. The childminder uses mathematical language and help children to understand about solids, liquid and volumes. Children are developing extremely good understanding of shapes, space and measures from an early age. The childminder's practice helps children to gain a broad knowledge through her sustained excellent teaching. The childminder develops their skills for future learning exceptionally well. This also helps prepare children in readiness for their eventual entry to school.

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

The individual and personal care that the childminder and her assistants give to children enables their confidence and independence to flourish. The childminder gains extremely valuable information from parents at the start. She uses information from parents efficiently as she links it closely with information from her observations, as well as, published child development guidance. This informs her baseline assessment for each child. Additionally, she routinely updates her information about children to keep pace with their changing developmental stages. The childminder has in-depth knowledge of every child and she shares the information with her assistants and students. This ensures that they are aware of the children's moods, disposition and the activities that the childminder has planned for them as individuals. This ensures that all adults working with children are consistent in their approach to meeting children's needs.

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

The childminder's and her assistants achieve effect teamwork to meet children's individual and emotional needs. For example, the childminder and her assistants make it their absolute priority to provide every child with experiences that interest and stimulate them. They support children to make secure emotional relationships, and this boost children's self-esteem and helps them to develop a 'can do' attitude. Parents provide a wealth of information about children's personal routines and care needs, which the childminder uses to fully promote their well-being.

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

The childminder understands that equality is central to children's individual care and her practices are inclusive. The manner in which she tailors the arrangements for each child promotes equality extremely well. The childminder builds on cultural experiences to extend children learning. For example, she extends the learning pertaining to a specific cultural celebration to deepen all of the children's understanding of light and dark, and the changing seasons. The childminder welcomes all children and their families and she provides a wide selection of resources to help children to understand about cultural diversity and disability. There is a range of resources reflecting disability, although these are not as commonly used as those reflecting cultural diversity to continuously enhance children's learning in this area.

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

There are ample good quality play resources for children to use. The childminder uses her assistants and students effectively, and consistently, to meet the needs of the children to a high standard. They engage with children fully and support them well to move from playing alongside each other to joint activities. The childminder helps children to take increasing control, and they show confidence in their interactions with others. Children are extremely confident at managing risks within their capabilities, and also know when to ask for help. For example, they gauge when to try new activities by themselves, such as to have a go on two wheels the on softer surface. Children are learning to listen carefully and to show consideration for others. The childminder and her assistants act as good role models to children, and are calm and respectful with the children. Children's good behaviour enables everyone to get the most from these learning experiences. Children

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

respond positively to the childminder's guidance and show that they are learning to be polite. These are positive attitudes, which serve children extremely well with their future learning, and for when they go to school.

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

Children are deepening their understanding of healthy lifestyles through their daily practices. Children are learning why daily physical exercise is good for their bodies. Children drink water or milk and eat healthy snacks, including fresh fruits each day. Through thorough hygiene practices, activities and discussion children consolidate their understanding of healthy lifestyles. For example, children remember to wash their hands before eating and they are confident to explain the reasons for doing so. Some children use the toilet independently, and the childminder and her assistant give support in this area of development when necessary. The childminder works closely with parents to make sure that children are toilet trained in readiness for school. The childminder achieves high standards of hygiene in the home, and parents' state that children are sharing their knowledge of good hygiene practices at home. For example, children remind family

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

members to wash hands before handling food. Through discussion and practising skills children are increasing their understanding of personal safety. For example, they are learning that their independence in self-care skills help to keep them safe. Children are using their increasing understanding of personal safety to promote their independence. For example, children are learning how to use tools, such as knives safely and older children show their competence with knives as they cut their fruit at snack time.

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provision

The childminder makes excellent arrangements for meeting the learning and development, and the safeguarding and welfare requirements of the Early Years Foundation Stage. She uses extremely well-developed systems to implement all aspects of learning and development. She has well-established programmes for tracking and monitoring children's learning and development. Additionally, she supervises, coaches and monitors her assistants to sustain an extremely high quality of teaching and learning within her provision. This enables children in her care to explore learning and delight in what they can do. Consequently, children excel in their learning and development given their starting points. Children have exciting learning experiences, which makes them keen to do more.

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provision

The childminder's vetting procedures are robust, based on safer recruitment practices. This includes vetting through the Disclosure and Barring Service, and full inductions for all assistants and students. The childminder has advanced understanding and knowledge of safeguarding and welfare matters, including child protection. For example, she makes sure that her assistants and students know what to do if they have concerns about children in their care. The childminder's assistants and students are extremely familiar with her policies and practices, she makes sure that they all experience a thorough or induction. The childminder keeps her assistants and students knowledge up to date through regular reviews, sharing of information and close supervision of their practice. Assistants and students know the childminder's responsibilities for safeguarding and they state confidently their responsibility to report any concerns directly to her. The childminder and

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provision

her assistants are very clear about what to do if concerns arise about children's well-being. The childminder's policies are also available to parents. Risk assessments and hazards checks are effective to create and maintain safe environments for children. The childminder's home is safe and secure. Documentation meets the requirements, and the childminder manages her documentation meticulously. The childminder is extremely focused on improvements, since her last inspection she has achieved her degree in Early Years and she routinely updates her knowledge with training programmes from other professional agencies. Additionally, she maintains extremely close links with senior professionals, such as the local primary school's head teacher and the head of the foundation class. The childminder makes excellent links with parents and other partners involved in children's learning, development and welfare. There are

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provision

established systems in place for sharing information, and involving parents and children to share their ideas. The childminder support parents extremely well to extend children's learning at home. Parents speak highly of the childminder's practices. They state that, 'children are making excellent progress'. Parents praise the childminder for the range of learning experiences that she provides for children and the ease with which she makes useful information available to them. They value the information the childminder provides, which helps them to build on children's learning at home.

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provision

The childminder works closely with parents to complete the progress check for two-year- old children. There are well-established procedures to share summary information with parents, as well as to support children's move on to full-time education. The foundation stage teacher states that the childminder is, 'inspirational in the provision that she makes to support and promote children's learning and development'. The childminder is driving continuous improvements for children. For example, she is a valuable source of training for students from the local college. The current student states that, 'the childminder's high expectations help her to understand that every child has a right to the best education and care'.

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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 EY363252 Local authority Milton Keynes Inspection number 828880 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 12

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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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