Childminder in Bedford

Inspection report for early years provision

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Unique reference number EY393901 Inspection date 09/12/2009 Inspector Kelly Eyre

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Type of setting Childminder to 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 rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, 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.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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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.

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Introduction

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).

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Introduction

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.

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Introduction

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. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder registered in 2009. She lives with her husband and one child aged two years in Bedford. The whole of the childminder's house, apart from the main bedroom, is used for childminding and there is a fully enclosed garden for outside play. The family has tropical fish in a covered aquarium.

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Description of the childminding

The childminder provides care on each weekday during term-time and school holidays. She is registered on the Early Years Register to care for a maximum of two children in the early years age range and is currently minding one child in this age group. She also offers care to children aged over five years and this provision is registered on the compulsory and voluntary parts of the Childcare Register. There are currently no children on roll in this age group. She is registered to provide overnight care for two children under eight years at any one time. Children on the compulsory and voluntary parts of the Childcare Register share the same facilities as those on the Early Years Register.

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Description of the childminding

The childminder holds a diploma qualification in Nursery Nursing.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder demonstrates an enthusiastic commitment to continuously improving her practice, making good use of self-evaluation to inform the review of her work. She therefore has a clear overview of her practice and can prioritise and implement improvements to ensure that her childminding service remains responsive to children's needs. A key strength is the childminder's good organisation of all policies and paperwork, enabling her to provide consistent care and promote children's well-being. The childminder's practical assessment procedures and good partnerships with parents enable her to gain a thorough understanding of each child's needs and interests. She uses this information to ensure that their needs are consistently met and they are offered appropriate support and activities that promote their learning.

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further?

To further improve the early years provision the registered person should:

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further?

 develop further activities which promote children's understanding of the relevance of healthy practices.

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the early years provision

The childminder has a good understanding of her responsibilities relating to safeguarding children, ensuring that she is able to promote their welfare at all This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 times. She has attended additional training in this area and has a practical written procedure, enabling her to identify children at risk and take appropriate action. Thorough risk assessments and daily safety checks of all areas mean that hazards are minimised and children's safety is promoted. Ongoing explanations from the childminder help children build up their understanding of how to keep themselves safe. For example, young children know how to use outdoor play equipment safely.

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the early years provision

The childminder shows enthusiasm for her work and is committed to making changes to her practice that improve the outcomes for children. She attends a wide range of additional training and seeks feedback from parents to support the review of her work and help prioritise improvements. For example, recent changes include the improved use of children's assessments, enabling the childminder to keep up-to-date with children's development and plan appropriate activities to promote this. Children are offered a range of opportunities that support their learning because the childminder makes good use of resources. Her home is well organised to accommodate the children's varying needs. She also uses community resources, such as toddler groups and parks, to provide an extended range of opportunities and activities.

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the early years provision

The childminder ensures that her childminding service is inclusive to all children by regularly reviewing her practice and working closely with parents to make sure that she understands each child's background and needs. Children are valued as individuals and are given praise for their efforts and achievements, thus promoting their self-esteem. The childminder maintains good relationships with parents and carers, enabling them to exchange information about their children and ensure that she can offer them appropriate support. The daily exchange of information and the sharing of children's assessment records and learning plans mean that parents are well informed about their child's activities and progress. Consistency of care is promoted as the childminder has a good understanding of the importance of maintaining close links with other professionals involved with the children.

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and outcomes for children

Children are supported in making good progress because the childminder has a thorough understanding of the Early Years Foundation Stage. She uses practical procedures for assessing children, utilising the information gained from these to inform individual activity planning and thus provide appropriate activities to promote children's development. The childminder's home is safe and welcoming and children's behaviour demonstrates that they feel secure. They move confidently around the home, selecting toys and organising their play. They are therefore actively involved in their learning and are developing positive attitudes to this.

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and outcomes for children

The childminder uses her knowledge of each child to utilise their individual learning styles and interests to promote their development. For example, after noting that young children enjoy sorting and pouring activities, the childminder introduces a wider range of these; children thoroughly enjoy measuring and pouring water, oats and sand and playing with dry pasta in the toy kitchen, where they transfer this This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 from one container to another and use it to make 'cups of tea'. The childminder's good planning means that children are encouraged to be aware of the environment and explore further. For example, children enjoy digging in the garden and have grown their own sunflowers and tomatoes. They have many opportunities to develop early writing skills, for example, as they make marks in the sand, oats and paint.

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and outcomes for children

Children's development is promoted as the childminder knows them well and introduces activities that interest them and offer further challenge. For example, children enjoy the challenge of shape sorters and are encouraged to name the colours and shapes as they post them through, with the childminder introducing further concepts and vocabulary, such as 'up' and 'down' as children hold the shapes in the air and put them down on the floor. Children's play and learning are extended because the childminder makes good use of incidental learning opportunities. For example, whilst playing in the garden, children are encouraged to name the colours of the various objects they can see. They are encouraged to use their problem-solving skills in their daily play. For example, the childminder encourages them to compare the different capacities of the containers as they fill and empty these.

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and outcomes for children

Children's emotional development is promoted as they develop secure relationships with the childminder. She talks with them about behaviour and encourages them to work together to resolve any issues, thus developing their understanding of appropriate behaviour. A practical behaviour management policy and clear house rules further ensure consistency in this area. Children's knowledge of diversity is promoted as they participate in activities and access relevant resources. For example, they sample a wide range of traditional dishes from around the world. The childminder's good procedures for working with parents and others mean that she is able to offer appropriate support to children who have special educational needs and/or disabilities and children who speak English as an additional language.

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and outcomes for children

Children have many opportunities to explore and develop physical skills. For example, they go swimming and access a wide range of play equipment in the garden. Their health and physical development are further promoted as they are offered healthy snacks and meals and they follow good daily hygiene practices. However, their understanding of the relevance of these procedures is not fully promoted. Children gain valuable skills for the future as they are encouraged to explore their environment and experiment. They look for insects in the garden and enjoy cooking activities, where they note how the ingredients change during the mixing and cooking processes. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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