Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable.  The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration.

Description of the childminding

The childminder registered in 2009. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged nine and seven years in Cox Green, near Maidenhead, Berkshire. Most areas of the home are accessible to the children with the exception of the main bedroom. There is a fully enclosed rear garden area available for outside play and access to the premises is on street level.

The family have two guinea pigs.

The childminder is registered to care for five children at any one time, three may be in the early years age range. She is currently caring for three children in the early years age group, all on part-time basis. She takes children to local parks, libraries and toddler groups. The childminder walks to local schools and nurseries to take and collect children.

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

Children are cared for in a warm, homely environment, where they are developing close relationships with the childminder and others in the setting. The childminder provides children with a balanced variety of activities and experiences to support and extend their learning. She demonstrates a good understanding of her role and clearly wants to develop her provision to continue to improve outcomes for the children she is caring for.

What steps need to be taken to improve provision further?

The effectiveness of leadership and management of the early years provision

The childminder has a comprehensive range of policies and procedures in place to ensure children are safeguarded. She is clear about her duty to report any concerns she may have and holds relevant documentation to support her. She records all visitors to the setting and supervises children closely around unvetted adults. The childminder carries out regular safety checks of her home and has detailed risk assessments that cover all areas of her provision. These include all regular outings she undertakes with the children. Although all risk assessments are documented it is not always clear when they have been carried out or when they will be reviewed. The childminder supervises children well for example, carrying out regular checks as children sleep, as well as using a monitor to listen out for them.

The childminder has a very professional approach to her childminding. She has begun to use self-evaluation successfully to help her evaluate her provision and highlights areas for improvement that will aid her in driving forward her provision. She has completed several training courses since her registration which include home-based childminding practice and food hygiene. She has joined a childminding group and meets regularly with other childminders to support her in keeping up-to-date with current practices. There is a good selection of toys and resources available. Many are stored at the children’s level which enables them to self-select. The childminder plans a balanced routine of activities and experiences both at home and in the community to support children’s learning and development. She carries out regular observations on the children and uses these effectively to aid her in identifying and planning for their next steps in learning.

The childminder has begun to form partnerships with other settings the children in her care attend, and is pro-active in meeting their individual needs. Posters displayed within the setting embrace the uniqueness of the children who attend and make them feel valued. The childminder is forming excellent partnerships with parents. She actively encourages parents and children to visit her as many times as they wish prior to childminding starting. She provides parents with a copy of all her policies and procedures and takes time to gather as much information about the children as she can. She has already met with parents to discuss their children’s progress since starting, and provides them with a daily diary detailing their child’s day. The childminder has actively sought the views of parents as part of the evaluation process and values their feedback. Parents speak very highly of the childminder stating she goes above and beyond their childminding expectations and is someone who has an obvious passion for looking after children. They value her flexibility and also the wealth of information she shares with them about their children.

The quality and standards of the early years provision and outcomes for children

Children are happy and settled. They are confident to seek support from the childminder but also to stride out on their own as they go on ahead back into the lounge after snack to begin playing again. They show curiosity and interest as they push buttons on the pop up farm toy which make the flap pop up, and giggle with excitement as they catch bubbles in the air when the childminder blows them in their direction. Children are eager to help feed the guinea pigs when they go out into the garden. The childminder encourages the children to feel the leaves of the cabbage and then identifies the colours of the vegetables for them, as they drop them into the guinea run. Children develop physical skills as they eagerly crawl and walk around the garden. They practise throwing and rolling a ball to the childminder and clap with excitement as they copy her actions. The childminder supports children’s language development well as she encourages them to say words or sounds such as 'moo' for the cow on the pop up farm. She repeats words such as 'mama' and 'dada' to reinforce and develop children’s language skill. Books are easily accessible and along with a weekly trip to the library ensure children are introduced to books in a fun way. Children have regular opportunities to take part in art and craft activities and begin to mark make with chalks in the garden. They have regular outings into the community, which enables them to meet with other children and to develop an awareness of the wider world. The childminder is pro-active in following children individual routines, for example ensuring they sleep according to need and parental wishes. She involves herself well in their play, ensuring she is on hand at their level and also allowing them space to explore or find out before stepping in to support.

Children’s health and well being is effectively promoted because the childminder provides them with a wide range of home cooked meals and snacks. These include fresh fruit and vegetables served at every meal. Children enjoy fresh air and exercise on a daily basis as they access the garden and learn about good hygiene through the excellent practice and explanation of the childminder. All children are encouraged to wash their hands before meals and snacks, and have their own individual hand towels in the bathroom. The childminder wears gloves when changing nappies and wipes the change mat down after every use. Children play in a clean and safe environment. They become aware of their own safety through discussion and practice with the childminder. For example, she reminds them to hold onto the door frame as they step down into the garden and they hold up their arms as she straps them into a chair to eat their snack. Children take part in regular evacuations of the premises with the childminder and safety features such as stair gates ensure they do not access areas such as the stairs without her. The childminder demonstrates a good understanding of the children's individual stages of development and uses effective age appropriate techniques to reinforce good behaviour. The childminder offers children warmth and kindness and clearly enjoys the company of the children she is caring for. This helps the children to feel secure in her care.

Annex A: record of inspection judgements

The overall effectiveness of the early years provision

The effectiveness of leadership and management of the early years provision

The quality of the provision in the Early Years Foundation Stage

Outcomes for children in the Early Years Foundation Stage

Annex B: the Childcare Register

Miriam Baker is an Ofsted-registered Childminder based in Maidenhead