Childminder in Bedford

Inspection report for early years provision

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Unique reference number EY313224 Inspection date 28/01/2010 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 0300 123 1231, 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: 0300 123 1231 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 was registered in 2006. She lives with her husband and three children aged five, nine and 12 in a village close to Kempston, Bedfordshire. The whole of the ground floor of the childminder’s house is used for childminding and there is a fully enclosed garden for outdoor play. The bathroom is located on the first floor. The family has one guinea pig.

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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 three children in the early years age range and is currently minding three children in this age group on a part-time basis. She also offers care to children aged over five years and this provision is registered on the voluntary and compulsory parts of the Childcare Register. There are currently three children on roll in this age group. 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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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 a genuine commitment to continuously improving her practice, using effective self-evaluation procedures to support this. She therefore has a clear understanding of her strengths and weaknesses and can implement improvements to ensure that her childminding service is responsive to children's needs. Her positive interaction with children and good partnerships with parents enable the childminder to gain a thorough understanding of each child's needs and interests. This information is then used to ensure that their needs are consistently met and they are offered appropriate support and activities that promote their development.

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further?

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

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further?

 develop further the assessment and planning procedures to show how children's next steps are consistently fed into the overall planning in order to provide further experiences which are appropriate to each child's stage of development  develop further the use of the self-evaluation process as the basis of ongoing review of practice.

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the early years provision

The childminder's good understanding of issues relating to safeguarding children mean that she is able to promote children's welfare at all times. She attend This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 additional training to update her knowledge of this area and has a clear written procedure, enabling her to identify children at risk and take appropriate action. Effective risk assessments mean that hazards are minimised and children's safety is promoted. Good daily practice and ongoing explanations and discussions help children build up their understanding of how to keep themselves safe. For example, they discuss stranger danger and practise road safety each time they are out.

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the early years provision

The childminder shows that she genuinely enjoys her work and is committed to making changes to her practice that improve the outcomes for children. She attends a range of additional training in order to keep up-to-date with practice developments and aid her in reviewing her work and prioritising improvements. For example, recent changes include the introduction of additional craft resources and activities, thereby extending children's opportunities in this area. However, the self-evaluation process is not fully utilised to inform the overall review of practice. Children are offered a range of activities that support their learning because the childminder makes good use of resources. For example, she uses community facilities such as the library, local parks and toddler groups in order to provide an extended range of opportunities and activities.

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the early years provision

The childminder has a sound understanding of anti-discriminatory practice. She is therefore able to ensure that her childminding service is inclusive to all children by reviewing her daily practice and working with parents to make sure that she understands each child's background and needs. The childminder's good daily practice means that children are gently encouraged to work together and listen to each other's viewpoints. Her good relationships with parents and carers mean that they are able to exchange information about their children and ensure that the childminder can offer them appropriate support. Parents are well informed about their child's activities and progress, for example, through daily discussions, letters and informative displays. Consistency of care is promoted as the childminder has a good understanding of the importance of maintaining close links with other professionals. For example, she ensures she is aware of the pre-school's activity

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the early years provision

planning so that she can provide complementary activities and thus support children's learning.

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and outcomes for children

Children make good progress because the childminder has a clear knowledge of child development and a thorough understanding of the Early Years Foundation Stage. She observes children as they play, informally assessing their progress and using this information to help plan activities and thereby promote children's development. However, this is not fully promoted because the assessment and planning procedures do not show how their next developmental steps are consistently fed into the overall planning. The childminder's home is safe and welcoming and children's behaviour demonstrates that they feel secure. They confidently select toys and organise their play. They are therefore actively involved in their learning and are developing positive attitudes to this. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder ensures that activities are well planned and extended in order to

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and outcomes for children

make the best use of learning opportunities. For example, when children make salt dough they weigh the ingredients, mix them and note the how these change during the process. Children are encouraged to be active learners, explore and think critically. For example, they go for walks to collect leaves and conkers and enjoy hunting for insects and bugs in the garden. The childminder's good planning means that children are offered additional activities. They attend a weekly toddler group so that they can interact with their peers and participate in outdoor activities.

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and outcomes for children

Children's experiences are enhanced as the childminder readily joins in with their play. For example, young children choose a book and enjoy reading this with the childminder, who maintains their attention by asking appropriate questions and discussing the illustrations. Children's play and learning are extended because the childminder makes good use of incidental learning opportunities. An example of this is where children involved in role play are encouraged to discuss the different types of clothes they are putting on the dolls and to count the poppers as they do these up. The childminder uses her knowledge of each child to utilise their individual learning styles and interests to promote their development. For example, children showing an interest in writing are challenged as they are offered an extended range of opportunities such as chalking, painting, drawing and using an interactive writing board. Activities such as these extend children's learning and

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and outcomes for children

also enable them to gain valuable skills for the future.

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and outcomes for children

Children's emotional development is promoted as they play together and develop secure relationships with the childminder. They discuss appropriate behaviour and the childminder encourages them to understand other people's feelings and views and to work together to resolve any issues. Their knowledge of diversity is increased as they participate in discussions and access relevant resources. For example, they read fiction and reference books that give positive images and information about other ways of life. 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 are gaining a good understanding of the importance of healthy eating. They discuss this with the childminder and also participate in relevant activities, such as making posters and displays, that increase and reinforce their knowledge. Good daily practice and ongoing explanations from the childminder increase their understanding of the relevance of good hygiene practices. For example, young children practise good hand washing techniques and can explain why they need to wash their hands before eating and after using the bathroom. Good interaction with the childminder supports children in developing their use of language and communication skills. For example, young children involved in role play with dolls talk happily to themselves and eagerly discuss the intricacies of their play with the childminder. 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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