Childminder in Central Bedfordshire

Inspection report for early years provision

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Unique reference number EY219601 Inspection date 28/06/2010 Inspector Susan Marriott

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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 2002 and holds a relevant childcare qualification. She lives with her husband and their child aged four years in a house in Houghton Regis, close to Luton and Dunstable, in Bedfordshire. The ground floor of the childminder's house is used for childminding. There is a fully enclosed garden for outside play. The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than two may be in the early years age range. She is currently minding three children in the early years age group. This provision is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The family has a pet budgerigar.

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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 provides gentle support and encouragement to ensure that children are included and can participate meaningfully in the activities and daily routines. Her good knowledge of child development and her determination to implement the Early Years Foundation Stage to a high standard are key strengths. This ensures that children are consistently offered stimulating activities and challenging play opportunities. However, planning, observation and assessment are not yet securely linked. The childminder builds exceptionally caring relationships with parents and carers to underpin their welfare. She has begun to develop reflective practice through the use of self evaluation to support the process of continuous improvement.

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further?

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

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further?

 enhance the use of information gathered about children's learning to demonstrate their good progress towards the Early Learning Goals.

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the early years provision

The childminder provides a warm and welcoming, homely, loving, happy and stimulating environment and builds positive relationships with the children in her care and their parents. She organises her minding activities on a flexible basis ensuring that she can devote her time and attention to each child, so that they are happy and purposefully occupied. Children's welfare is properly safeguarded by the childminder who has a good knowledge of local safeguarding procedures and related issues, ensuring that all household members have suitable vetting checks. Comprehensive risk assessment is in place and effective action is taken to manage or eliminate risks for children. Regular fire evacuation drills are carried out and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 suitably recorded. The childminding service is supported well by written policies and procedures and all required written records. Parents sign to acknowledge their

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the early years provision

acceptance of these and this secures children's welfare.

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the early years provision

The learning environment promotes children's progression towards the early learning goals. This is a very clean and well maintained, spacious family home with lots of indoor and outdoor play space. Children are able to easily access toys brought downstairs from the spare bedroom and the childminder supplements her resources through regular use of the toy library. The childminder's good understanding of anti-discrimination means that she provides a service which is inclusive for all children and their families. She ensures that she understands each child's background, cultures and beliefs. She uses this knowledge when she encourages children to recognise differences, offering them information about other ways of life and encouraging them to respect diversity. This childminder is particularly good at meeting children's individual needs. For example, she has learnt some words in Polish to support children being cared for and mingles these

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the early years provision

with English throughout the daily routine. She talks sensitively with children about different types of families to reassure them when there are family difficulties. The childminder has generally effective self assessment procedures to support the continuous improvement of her practice.

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the early years provision

Planning of daily routines is appropriately flexible and responsive to the needs of children and the childminder ensures that she provides a balance of activities across the differing days of minding activity. The childminder gathers assessment information in line with the requirements but planning, observational assessment and next steps are not yet sufficiently linked to the Early Years Foundation Stage criteria to fully secure and demonstrate children's progress. The childminder has a good understanding of the importance of maintaining close links with other professionals involved with the children to promote consistent care. Effective verbal communication strategies demonstrate the value placed upon partnership working by the childminder who makes every effort to keep parents fully appraised of all matters relating to their child's care and welfare. Children's individual needs are discussed with parents at the pre-placement stage and re-visited regularly

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the early years provision

during daily conversations with parents and carers. A clearly visible notice board in the hallway displays printed information about the setting for parents and carers.

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and outcomes for children

This experienced childminder treats children with warmth and kindness, effectively nurturing their development through play. The days are well structured and flexibly planned to suit the ages and stages of development of the children attending and the childminding setting offers a good range of toys, games and equipment. Children demonstrate that they feel safe and secure as they 'snuggle in' and cuddle up to the childminder when they begin to wake from their nap. She gently coaxes them awake by winding up a favourite musical toy. The childminder is an experienced mother and has a sound knowledge of child development which she has formalised through gaining a childcare qualification. She capably draws the learning from child led play, sustaining competent levels of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 interaction with the children which develops positive attitudes to learning. The

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and outcomes for children

childminder is a good role model for the children, using correct names and terms for objects and activities. She actively encourages children to make choices and participate in activities and discussions through posing open ended questions and listening to and responding to their replies.

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and outcomes for children

The childminder offers a continuous commentary on the daily routine, including teaching about colours, numbers and shapes. Whilst out and about in the local environment the childminder and children talk about where they are, noticing types of houses and bungalows that they pass. They count door colours or car colours and talk about different types of vehicles. They discuss if they are big or small and how many people can ride in car or on a bus. Children go to the shops and help to choose different fruits and vegetables for snacks, talking about their colours and whether they grow on trees or bushes or in the ground. Children begin to solve problems as they work out how many they need to buy, taking turns to count out the apples, bananas, carrots and then weighing them. Children begin to operate simple mechanisms as they turn and press the keys and controls on the baby walker activity centre. Whilst going about their daily play and routines the

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and outcomes for children

childminder helps children learn by challenging actions and opinions which may stereotype individuals by culture, race, religion, social background or gender.

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and outcomes for children

Children enjoy role play and imaginary play. The childminder provides the resources for children to make scenarios of their experiences and these include shops, a kitchen, an airport, a school, a zoo and a farm. Sometimes she gives the children large cardboard boxes to make up their own ideas and the boxes become a train, or a boat or spaceship. During art and craft sessions the childminder encourages the children in their work and helps them with their ideas and concepts. She shows them how to use scissors and paint brushes. Children enjoy play dough, finger painting and scribbling with crayons. They use chalks on the patio, make pictures and play hop scotch. Children have plentiful opportunities to develop their physical skills because the weekly routine includes daily opportunities to play in the garden and walks to the nearby lower school to deliver and collect older children. Regular discussions about the need to exercise mean that children

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and outcomes for children

learn how to stay healthy and keep bones and muscles strong. Young children giggle as the childminder joins in with 'dance parties', action songs and rhymes or music and movement. A vast range of outdoor play resources encourage children's hand-eye co-ordination and children play with balls and skittles, golf, basketball and football. The childminder makes up an obstacle course to provide challenge for the older children. The children benefit from fresh air in all weathers and all the children love puddle jumping. They enjoy an extended range of play activities and develop their social skills with other children as they visit various playgroups and childminding groups.

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and outcomes for children

Children are becoming aware of healthy lifestyles and the relevance of hygiene practices. Ongoing discussions mean that young children understand the importance of daily practices, such as, washing their hands before snacks and meals. Suitable documentation is maintained relating to accidents, medication and incidents and clear procedures are in place, protecting the children's health and wellbeing. The children learn about keeping safe inside and outside of the home. For example, children are able to explain that they hold onto the buggy to keep This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 themselves safe so that they do not get squashed by a car. Children's behaviour is managed very well and effective strategies ensure their social, physical and economic wellbeing are generally met. 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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