Childminder in Central Bedfordshire

Inspection report for early years provision

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Unique reference number 219643 Inspection date 12/07/2010 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 1988. She lives with her husband and one grown-up child in Sandy, Bedfordshire. The whole of the ground floor, excluding the conservatory, and two bedrooms of the childminder’s house are used for childminding and there is a fully enclosed garden for outdoor play. The bathroom is located on the first floor. The family has two cats and a rabbit.

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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 four children in this age group. 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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Description of the childminding

The childminder currently supports children with special educational needs and/or disabilities.

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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's enthusiasm and her commitment to continuously reviewing and improving her practice support her in providing a service which is responsive to the needs of children and their families. She uses appropriate self-evaluation procedures, enabling her to build a clear picture of her strengths and weaknesses and implement appropriate improvements. The childminder's good partnerships with parents mean that she can obtain relevant information and gain a thorough knowledge of each child's needs and interests. She utilises this information to help 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 children's starting points and how their 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. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has attended additional training and demonstrates a thorough understanding of issues relating to safeguarding children, enabling her to promote children's welfare at all times. This is further supported by a clear written procedure, which ensures that she is able to identify children at risk and take appropriate action. Daily safety checks and comprehensive risk assessments mean that hazards are minimised and children's safety is consistently promoted. Good daily practice and ongoing explanations from the childminder help children build up their understanding of keeping themselves safe. For example, they are aware of issues relating to road safety and practise safe procedures each time they are out.

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the early years provision

The childminder is committed to making changes to her practice that improve the outcomes for children. She attends further training and uses effective procedures to support the continuous review of her work and help plan improvements. For example, recent changes include the review of some policies and contracts, helping to ensure that parents are fully informed and can work in partnership with the childminder. However, the self-evaluation process is not fully utilised to inform the overall review of practice and changes made. Children are offered a range of additional activities that support their learning because the childminder makes good use of resources. For example, she uses local facilities, such as, parks and specialist children's groups.

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the early years provision

The childminder demonstrates a genuine commitment to promoting equality of opportunity and this gives her a sound base upon which to review her work and ensure that her practice is inclusive to all children. She works closely with parents to make sure that she understands each child's culture, background and needs, taking these into account in her daily work. The childminder's gentle encouragement supports children in learning to work together and respect each other. Her good partnership working with parents means that they are able to exchange information about their children and, thereby, ensure that the childminder can offer them appropriate support. Daily discussions and the use of communication diaries 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

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the early years provision

professionals who may be involved in the children's care.

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and outcomes for children

The childminder's knowledge of child development and of the Early Years Foundation Stage mean that she is able to support children in making good progress in their learning and development. She implements effective procedures for observing and assessing children, using this information to help inform activity planning and, thus, provide relevant activities to promote children's development. However, this is not fully promoted because the assessment and planning procedures do not make full use of information about children's starting points or This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 show how their next steps are consistently fed into the overall planning. The childminder's home is safe and children's behaviours demonstrate that they feel secure. They play happily, independently selecting toys and resources and moving confidently around the home. They are, therefore, actively involved in their

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and outcomes for children

learning and are developing positive attitudes to this.

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and outcomes for children

Children's play is enjoyable and purposeful as the childminder joins in with this, adapting and extending it to meet the developmental needs of the individual children. For example, when playing with construction blocks, younger children are shown how to join the pieces to build towers, whilst older children are encouraged to count and name the colours as they build. Appropriate planning means that children are encouraged to be active learners and think critically. For example, children bake cakes, noting how the ingredients change and make jelly, where they discuss the concepts of melting and setting. Children's learning is gently reinforced through the provision of relevant resources. For example, they talk about farm animals and vehicles, look at associated books and complete simple farm animal puzzles.

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and outcomes for children

The childminder's good forward planning means that children are offered additional activities. They use indoor play centres and enjoy picnics in the park. Her good organisation means that children are offered regular opportunities, such as, weekly attendance at a specialist music session, which enables them to explore further and gain an appreciation of music and rhythm. The childminder's gentle questioning encourages children's natural inquisitiveness and they enjoy solving simple problems. For example, when they try to fit items into a toy suitcase they are encouraged to think about why some of the items do not fit, going onto discuss concepts, such as, 'too big' and 'smaller'.

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and outcomes for children

Children gain skills for the future and their emotional development is promoted as they learn to play together, developing secure relationships with each other and the childminder. Gentle reminders and ongoing explanations from the childminder help young children to understand about sharing and being kind to each other, thus, developing their understanding of appropriate behaviour. Their knowledge of diversity is increased as they access toys and books which give positive images and information. They also participate in specific activities, such as, cooking traditional dishes from around the world, discussing and researching the various countries. The childminder's good procedures for working with parents enable her to offer appropriate support to children who have special educational needs and/or disabilities and those who speak English as an additional language.

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and outcomes for children

Children are gaining an understanding of the importance of healthy lifestyles. For example, their understanding of the relevance of good hygiene practices is developed as they wash their hands before meals, discussing the correct procedure to ensure all germs are washed away. Children's knowledge is extended as the childminder utilises daily routines as further learning opportunities. For example, children enjoy helping on shopping trips, collecting the items, counting and talking about healthy eating. The childminder's ongoing interaction with the children supports them in developing their confident use of language. They talk happily as they play and thoroughly enjoy learning new vocabulary. 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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