Childminder in Central Bedfordshire

Inspection report for early years provision

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Unique reference number 219653 Inspection date 09/04/2010 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 1995. She lives with her husband and one teenage child in Shefford, Bedfordshire. The whole of the ground floor of the childminder’s house is used for childminding and there are two first floor bedrooms for children requiring undisturbed rest. Children have access to the fully enclosed garden for outdoor play. The family has a small parrot as a pet.

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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 six 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 10 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 holds a degree in Early Childhood Developmental Studies and has achieved the National Childminding Association 'Quality First' accreditation. She 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 outstanding.

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The overall effectiveness of the early years provision

The childminder has a comprehensive understanding of the Early Years Foundation Stage. She uses this and her extensive knowledge of each child to ensure that their needs are consistently met and they are offered a wide range of activities that successfully promote their welfare and learning. The childminder's exceptionally professional approach to her work enables parents to feel confident in her. Excellent procedures support the exchange of relevant information about children and promote the provision of consistent care and support. The childminder diligently reviews her work and has a positive approach to self evaluation, actively seeking feedback from parents and children. This enables her to build a thorough picture of her practice and prioritise improvements, thereby, maintaining a service which is highly responsive to the needs of children and their families.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 developing the use of all outdoor areas in order to further increase the opportunities offered to children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's welfare is prioritised and is very well promoted because the childminder has a comprehensive understanding of her responsibilities relating to safeguarding children. This is supported by a thorough written procedure, enabling her to identify children at risk and take immediate action. Children's wellbeing is further enhanced by the childminder's excellent organisation and comprehensive risk assessments, ensuring that children's safety is promoted at all levels. Children show a mature understanding of taking responsibility for their own safety and that of others. For example, they discuss issues such as stranger danger and car safety and participate in activities where they learn about safety near water and how to use public transport safely.

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the early years provision

The childminder sets high standards for the quality of care she offers. She demonstrates a genuine enjoyment of her work and is highly motivated to further develop her practice and, thereby, improve the outcomes for children. She actively seeks feedback from parents and attends a wide variety of additional training in order to inform the evaluation of her practice. Her rigorous and honest approach and her positive attitude to feedback enable her to identify changes and prioritise areas for improvement. All improvements are directly related to her earnest desire to provide a service which is continuously evolving to meet children's needs and fully promote their development. The childminder utilises all resources exceptionally well. Her home is well organised and resources are accessible, enabling children to make independent choices. She also uses a wide range of community resources, such as toddler groups, walks and parks.

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the early years provision

The childminder treats each child as an individual and has an excellent awareness of issues relating to anti-discriminatory practice. This supports her in providing a service which is inclusive for all children and their families. Her thorough procedures for gathering information about children mean that she gains an excellent understanding of each child's background and needs. This enables her to plan relevant activities and ensure that children are always offered appropriate support. Children feel valued and their self-esteem is promoted because they are encouraged to understand and respect each other and are fully involved in decision making and activity planning. The childminder's highly positive relationships with parents and carers supports the exchange of relevant information and means that parents are fully informed of their children's progress and activities. For example, they receive written daily updates, activity plans are displayed and information

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the early years provision

from the childminder's assessments is shared. Consistency of care is further promoted as the childminder has established purposeful working relationships with others providing care for the children. For example, she has clear procedures for exchanging information with the school and pre-school so that she can provide complementary activities and they can work together to ensure that children are offered consistent support. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children thrive and make excellent progress because the childminder has a comprehensive knowledge of the Early Years Foundation Stage and offers a highly stimulating environment. She implements rigorous assessment procedures and uses the information gained from these to ensure that activity planning is well targeted and focussed to fully promote children's individual development. Children play an active part in all aspects of this vibrant setting. They are encouraged to express themselves and their opinions are genuinely valued. The childminder has an excellent awareness of their interests and needs, including this information in the planning to ensure that their development is promoted and they are offered a rich and varied range of experiences. Children play a dynamic role in their learning, eagerly expressing their ideas and working together to experiment and solve problems. For example, children involved in a craft activity work together to

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and outcomes for children

develop their painted representations of spring blossom.

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and outcomes for children

Children show a strong sense of security and their behaviours demonstrate that they feel safe. They show high levels of independence as they choose their toys and resources and discuss their views. The childminder's excellent partnership working with parents means that children who use English as an additional language or have special educational needs are offered appropriate support and activities that promote their individual development. This area is further supported because the childminder utilises alternative forms of communication, such as Makaton sign language. The childminder's good interaction with the children means they are gently encouraged to work together to solve problems. For example, children take turns to fill up the 'feely box' and work together to describe and guess the contents.

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and outcomes for children

Children's development is further promoted as the childminder utilises all learning opportunities. For example, when children notice birds in the garden, they are encouraged to discuss the different species and which are the most common in their gardens, with the childminder reminding them about a recent visit to a nature reserve and the many different types of bird song they heard. The childminder's excellent interaction with children aids the development of their communication skills and they use language confidently and imaginatively, explaining their views and often describing the intricacies of their activities and role play. Very good use is made of outdoor areas and community facilities in order to offer children a range of extended opportunities. For example, they enjoy visits to local woods, parks, places of interest and the Discovery Centre. However, the garden is not utilised to the optimum to fully extend the opportunities offered.

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and outcomes for children

Children's emotional development is promoted as they develop secure, trusting relationships with the childminder and with their peers. Their behaviour is exemplary and they show an excellent understanding of the expected standards of behaviour as they organise their play and resolve disputes. They are fully involved in setting the standards as they work together to produce and review their 'house rules'. All children are highly valued as individuals and engage in a wide range of activities that help them to value diversity and understand the cultures and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 lifestyles of others. For example, they research other countries, finding out about the climate and culture and cooking traditional dishes together. The childminder knows the children exceptionally well and fully utilises their individual interests to help promote their development. For example, children interested in dinosaurs

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and outcomes for children

read relevant books and play with toy dinosaurs in a creative range of media such as straw, oats and soil, examining the footprints left by the dinosaurs and extending this activity to compare them with other footprints.

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and outcomes for children

The excellent planning and provision of resources means that children are encouraged to explore and experiment. For example, children play with trays of flour and water, mixing these and describing the changing texture and consistency, then going on to make their own glue, which they then use in a craft activity. The childminder's thoughtful support and extension of activities mean that children's learning is gently reinforced. For example, after visiting an airfield, children made their own heliports and paper airplanes. Children show an excellent understanding of the relevance of following good personal hygiene routines. For example, they explain the correct procedure for washing hands thoroughly, going on to describe an experiment they conducted where they looked at where germs gather on certain areas of the hands. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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