Childminder in Central Bedfordshire

Inspection report for early years provision

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Unique reference number EY321497 Inspection date 18/06/2010 Inspector Jo Rowley

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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 registered in 2006. She lives with her husband and three children aged seven, 15 and 18 years in Sandy, Bedfordshire, close to shops, parks, schools and public transport links. The whole of the childminder's house is used for childminding and children have access to a fully enclosed garden for outside play. The family has a dog and two rabbits.

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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. 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. 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 has developed excellent links with parents and carers and she has built effective relationships with other agencies such as the local pre-school. She consistently promotes communication and shares information regularly with parents about the children, enabling her to have a thorough knowledge of each child's specific needs and individual interests. She uses this knowledge gained and her understanding of the Early Years Foundation Stage, to provide an exciting range of activities and opportunities which help to develop every child's individual learning and development. The childminder regularly reviews and evaluates her work with the effective self-evaluation procedures she has in place. This enables her to build a clear picture of her practice and carry out improvements where required. Therefore, she is providing a service which is responsive to the needs of children and their families.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 make a record of the risk assessment clearly stating when it was carried out, by whom, date of review and any action taken following a review or incident (Documentation) 09/07/2010

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further?

 carry out a risk assessment for each type of outing that children take part in (Safeguarding and promoting children's welfare). 09/07/2010

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further?

To further improve the early years provision the registered person should: This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  incorporate children's next steps in to the planning to ensure that activities are tailored to the needs and abilities of individual children.

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the early years provision

Children's welfare is mostly promoted because the childminder has a good understanding of her role and responsibilities relating to safeguarding children. She has completed additional training and has devised her own well-written and comprehensive procedures to enable her in identifying any child who may be at risk and take the appropriate action if required. Children are building up a good understanding of how to keep themselves, and others, safe as they regularly practise the emergency escape plan and learn about keeping safe within the childminder's home. An example of this is as a child stands on a small stool. The childminder asks what they are doing, the child replies 'I need to sit down, so I don't fall', the childminder then praises the child for making the right choice. The childminder has devised a thorough risk assessment to be completed inside the home on a regular basis. However, there is no record of it being completed. Some

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the early years provision

risk assessments are in place for outings that children have taken part in, however, a risk assessment is not in place for each type of outing that children have participated in, therefore, children's safety is not consistently promoted.

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the early years provision

The childminder communicates effectively with parents and carers to ensure that she is fully aware of and understands each child's background and particular individual needs; this enables her to provide a service which is inclusive to all children and their families. Parents are fully involved in the childminding setting as they are informed of future topics and events through information displayed on the welcoming display boards and the parent consultations that are offered to each parent. This enables parents to participate in their children's learning and promotes a consistent approach, benefiting all children. The childminder informs parents of her comprehensive and well-written policies and procedures through the development of a parent welcome pack. She provides this to all parents detailing each document, ensuring that they are fully informed of any updates or changes. The childminder receives positive written feedback demonstrating the excellent

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the early years provision

relationship she has with parents and she is responsive to this feedback. The childminder liaises with external agencies to ensure that each child is offered the support they require. She works closely with the staff of the local pre-school sharing information in order to support children fully and promote a consistent approach.

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the early years provision

The childminder treats all children on an individual and unique basis. She uses praise and encouragement to build on children's self-esteem and confidence and promotes positive behaviour through, for example, reward and sticker charts. The childminder is developing children's understanding of equality and diversity through topic work and day-to-day activities. For example, children, together with the childminder spend some time looking at books about different religions and cultures. Each and every child is welcomed in to the childminder's home and all are encouraged to join in, whatever their age or ability, because the childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 adapts activities and outings to suit the needs of all, promoting inclusion. The childminder's procedures for self-evaluation are effective. She regularly evaluates activities that children participate in to see how and where these can be improved

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the early years provision

to promote outcomes for children. Resources are age and stage appropriate for the children attending and they are in good condition. The children have access to resources which are rotated to offer them different experiences and they have good opportunities to make independent choices as they self-select resources of their choice.

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and outcomes for children

Children are making good progress in their learning and development. They are fully supported and encouraged because the childminder has a good understanding of the Early Years Foundation Stage. She implements appropriate procedures for observing and assessing children and she uses this information to inform her weekly planning. However, although the childminder is clearly able to demonstrate, and record, children's next steps, these are not incorporated in to the planning. Therefore, children's individual development is not always fully promoted. The childminder plans activities using individual learning plans according to each child's age and stage of development as well as a theme or topic with children's ideas being incorporated to extend activities further. Activities are relevant, interesting and adapted to suit each child, promoting inclusion. An example of this is where a younger child see's an older child cutting with scissors 'I

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and outcomes for children

want to cut please' the younger child says. The childminder instantly offers her support to the child as she shows him how to hold the scissors carefully. The older child then offers additional support by adding 'you just open and close them'. She is praised by the childminder for her help. Children's behaviour is good and it demonstrates that they feel safe and secure as they confidently play alone, together or with the childminder. They are aware of the boundaries because of the ongoing gentle explanations given to them by the childminder, promoting their feelings of security. The childminder ensures that her setting is an inclusive environment where all children feel secure.

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and outcomes for children

Children spend their time purposefully and enjoy their time with the childminder who shows a genuine enthusiasm for her work. The children respond to the childminder in a warm and friendly way and are very keen to take part in the enjoyable activities offered. Children have opportunities to develop their problem- solving and numeracy skills within everyday situations, such as, when they are counting cups and plates as they play with the home corner resources. Children of all ages and stages are included in the activities offered because the childminder ensures that these are adapted to suit the individual child, promoting inclusion. An example of this is where the childminder and a group of children enjoyed going on 'a bug hunt'. Each child had their own 'bug bag' for collecting bugs and other interesting things they saw along the way. A young child in a pushchair, was also given a bag and the childminder supported the child in finding things, promoting

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and outcomes for children

inclusion. Children's skills in communication, language and literacy are clearly developing through daily opportunities for them to independently self-register as they arrive at the childminder's home. Each child finds their individual name card This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 on the magnetic board and they post this in the post box. The children thoroughly enjoy this and are beginning to recognise their friends names as well as their own. Children also have independent access to books and enjoy listening to stories with the childminder. Opportunities to develop skills for the future are encouraged through the provision of small world toys, dressing-up clothes and the role play resources which fully encourage and promote children's imaginations.

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and outcomes for children

Children take part in planned topic work to further develop their understanding of the local community and the wider world. An example of this is where they enjoyed taking part in the Chinese New Year celebrations. They all made individual masks and Chinese dragons and then used these to create their own games. The childminder ensures that children learn about all cultural celebrations in an age- appropriate way and more recently they have celebrated Easter and St Georges Day through discussion and art and craft activities. Children's physical development is promoted as they are encouraged to participate in outdoor activities, such as, visiting local parks and woodland areas, using the enclosed garden as well as using small equipment, such as, play dough utensils and scissors on a regular basis. Children have an understanding of good health and hygiene practices as they wash their hands before snacks and meals. They are also learning about the benefits of

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and outcomes for children

a healthy lifestyle through topic work as well as taking part in planting and growing activities, to develop their understanding of what helps us to grow. 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 1 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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