Childminder in Buckinghamshire

Inspection date

Previous inspection date 08/12/2014 14/10/2009

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early years provision

This inspection: 2 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 2

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This provision is good

 Children are happy and settled in the childminder's care. They develop secure emotional attachments as they enjoy her warm and positive interaction.  Children's language development receives due focus as the childminder continually supports their communication skills through taking time to listen to them and engaging them within conversations.  Children have good opportunities to make choices about their play as they confidently access their environment.  The childminder has a competent knowledge and understanding of how young children learn. She provides them with good opportunities to be active learners indoors and outdoors.

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It is not yet outstanding because

 Parents are not fully involved in contributing to their child's ongoing assessments, in order to enhance children's learning between home and the childminder.  The childminder does not provide a broad range of opportunities for children to explore information and communication technology to enhance their learning.

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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 the childminder interacting with children.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a sample of children's observation records, a selection of policies and children's records.  The inspector took account of the views of parents through their written comments.

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Information about the setting

The childminder registered in 1996. She lives with her husband and two adult children in Chalfont St Peter, Buckinghamshire. Her home is a three story town house, and she mainly uses the first floor for childcare, with toilet facilities on the second floor. There is an enclosed garden for outside play and children are regularly taken to the local park. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She currently has three children in the early years age group on roll, all part-time. She walks to and from local schools to take and collect children. The childminder has an appropriate level 3 qualification in childcare.

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

 strengthen further the communication links with parents to more fully enable them to continue their children's learning at home

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

 enhance children's learning about technology by providing them with more opportunities to use a greater variety of information and communication technology equipment.

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who attend

Children are content and enjoy their time at the childminder's home because she creates a warm, welcoming and friendly environment, enabling them to actively play and develop. The quality of teaching is good. The childminder has a competent knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. She uses initial observations and information gathered from parents, to identify children's starting points accurately. This information helps her to effectively support children's individual learning and development, so they make progress. The childminder completes useful observations of children. She uses these to provide play activities that are relevant to the children's abilities and interests. This means children enjoy their experiences, which helps them learn.

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who attend

The childminder effectively organises the main play room, providing a vibrant learning environment, which promotes early learning experiences. Children enjoy a broad range of toys, resources, activities and outings that promote their learning and development. Children can easily select many resources and toys for themselves. The childminder recognises the importance of promoting children's communication and language development well. To do this, she constantly speaks to children and asks skilful questions, which helps with their speaking and listening skills. For example, during a cooking activity, children were supported to recognise the ingredients, count how many items they needed to make, mix the ingredients and the recognise shapes made with the pastry. In addition, children enjoyed playing a guessing game, creating objects with the left over pastry, and were asked to consider how they could make patterns or draw letters in the flour.

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who attend

Children are beginning to link sounds to letters, for example a child confidently announces that G is for guitar. As a result, the childminder successfully links learning within practical play enabling children to make good progress while they have fun. Consequently, young children develop skills for the future, such as, literacy and numeracy during their play experiences. Children have good opportunities to develop an awareness of number, and learn to solve problems through songs, puzzles and counting objects as they play. The childminder encourages them to be curious. For example, when a child showed an interest in letters and their sounds, the childminder extended learning using magnetic letters to spell out words. This sustained their interest and extended their learning. The childminder provides children with some opportunities to use interactive toys, which introduces them to simple modern technology. However, she is not consistent in planning and maximising

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who attend

children's access to resources that support learning about information and communication technology.

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who attend

Good opportunities exist for children to draw, build, paint and explore various art and craft resources. The childminder regularly takes children to the park and local community groups. These outings help them learn to socialise with other children. The childminder supports children's understanding of the world within the setting as she plans associated activities in recognition of different celebrations throughout the year. Overall, children are developing some positive skills, which support them in preparation for their future learning.

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who attend

The childminder liaises with parents to find out about children's needs and she provides feedback through regular informal discussions. In addition she updates parents about their children through the use of diaries and written summaries, including the required progress check for two-year-old children.

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

The childminder has developed a homely environment that is stimulating and thoroughly child-centred. As a result, children settle quickly, form secure attachments, and are happy and content in her care. This means they are ready to learn. The childminder obtains all necessary information from parents before they place children in her care. This enables her to gain vital information about their specific needs. Consequently, the childminder follows children's routines for eating and sleeping, which helps to promote their good health and emotional well-being. The childminder works jointly with parents to help children settle into her care. This helps to develop trusting relationships that enable every child to feel secure. The childminder provides a wide range of good quality resources and equipment, which she stores mostly at child height. This arrangement allows children to make their own decisions about what they would like to play with because they select their favourite toys.

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

This helps them to develop their independence because they become engaged in a range of activities that they enjoy. This also helps to sustain their learning. The childminder treats children as individuals, acknowledging their differences and providing them with resources that cater to their abilities. Children have access to a suitable range of resources to provide them with a positive outlook of the wider world.

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

The childminder uses clear and consistent methods to manage children's behaviour. She is a good role model and gives lots of praise to acknowledge children's efforts. This enables children to have a sense of pride and achievement, and learn what is expected of them. Consequently, they are extremely well behaved, and the home has a calm atmosphere. Children learn to keep themselves safe through gentle reminders indoors and they learn about road safety when they go out on trips.

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

The childminder teaches children about healthy lifestyles well. Her effective daily routines help children to learn the importance of good personal hygiene and to develop self-care skills. For example, the childminder encourages healthy eating and follows parental instructions for addressing any special dietary needs. She plans meals and snacks that ensure children receive a healthy and nutritious diet. She ensures parents are kept informed daily about their children's food intake and eating habits. The childminder makes sure that children experience outdoor activities every day. They benefit from trips to the woods, park and children's centres, where they use different equipment to develop their physical skills. This encouragement helps children gain a positive attitude to enjoying fresh air and exercise as part of a healthy lifestyle, ready for the next stage in their learning.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a secure knowledge of how to protect and safeguard children. She knows how to proceed if she suspects that a child may be at risk of harm. This supports children's well-being. Her recent safeguarding training means that she is up-to-date with the latest procedures. The childminder is vigilant in her supervision of children and she makes sure that they remain safe and secure. For example, she carries out daily visual checks to make sure her home is safe and suitable. The childminder holds a current first aid certificate. This means that she can give the children appropriate care if they sustain a minor injury or become unwell. She implements a number of policies and procedures effectively, which guide her practice well, and which she shares with parents.

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provision

The childminder has a good understanding of children's learning and the progress they make. She makes use of her observations to plan purposeful activities, to enhance children's learning and development. Consequently, children are making good progress towards the early learning goals. The childminder understands the importance of effective self-evaluation processes. She takes into account ideas from parental feedback, childminder's advisors, and the childminding groups she attends. This knowledge has enabled her to monitor her provision, and identify some areas to develop.

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provision

The childminder has established strong partnership with parents. She generally uses effective communication systems, such as a daily diary and verbal feedback. This enables her to share information with parents about their child's general well-being. However, the childminder has not fully established systems to involve parents in contributing to their child's ongoing progress. This limits how well they are able to enhance home learning for their child.

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provision

Through discussion the childminder demonstrates her knowledge of working in partnership with other professionals. For example, she is aware of the need to work in partnership with other agencies or specialist providers if the need arises. Parents have put in writing their views about the childminder's service. Their written comments highlight the childminder's professionalism and the good quality care and learning opportunities she provides. One parent reports 'my child is happy, comfortable and confident in her care. The childminder has a warm and gentle manner. She has tailored her care and activities to the different stages and ages. She is flexible and responsive to the changing needs of our family. She asks for feedback on a regular basis and has taken on board any suggestions.' Children also report on a handwritten poster why they like coming to the childminder's. They comment 'it's because she makes sure we're safe crossing roads, it's a lot of fun and

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provision

she is not just my childminder, she is my friend.'

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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 107808 Local authority Buckinghamshire Inspection number 813329 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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