Childminder in Central Bedfordshire

Inspection report for early years provision

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Unique reference number EY263778 Inspection date 13/01/2011 Inspector Hilary Preece

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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 assesses 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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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 2003. She lives with her husband and one child aged 13 years in Eaton Bray near Leighton Buzzard. The whole of the ground floor of the property is used for childminding and there is an enclosed garden for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently four children attending who are within the Early Years Foundation Stage, all of whom attend on a part-time basis. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Effective partnerships with parents and the childminder's sound knowledge of every child ensure that their welfare is promoted and their needs are met. Children are cared for in a safe and secure environment which is adequately planned and resourced to support their learning and development. Systems to monitor the progress children make are developing but not yet robust. There is no self- evaluation system which means the childminder does not identify priorities for development in order to maintain continuous improvement.

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further?

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

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further?

 recognise the value of continuous quality improvement and how it impacts on children's achievement by developing an effective self-evaluation system to monitor and evaluate practice  use observations and assessments to identify learning priorities that are linked to the Early Years Foundation Stage and plan relevant and motivating learning experiences for each child  develop a rich and varied environment that supports children's learning and development and gives children confidence to explore and learn in challenging indoor and outdoor spaces.

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the early years provision

The childminder has a sound understanding of how to safeguard children. In the event of any concerns about a child's well-being she would follow procedures in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 line with the local Safeguarding Children Board guidelines. She keeps the necessary information and publications readily available so that prompt action can be taken. The childminder ensures that adults in the household are vetted and supervises children sufficiently to ensure they remain safe. Adequate risk assessments, and records of when they are carried out, are maintained. A range of written policies and procedures to promote children's health, safety and well-being have been developed since the last inspection and more comprehensive records are maintained. This has led to more efficient management of the provision. The childminder has also completed some training workshops to update her knowledge

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the early years provision

and skills, which shows some commitment to developing her practice. However, there is no self-evaluation in operation that takes account of children's views and the childminder does not review or monitor the provision in any systematic way. This means that areas for future development and plans for improvement are not identified.

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the early years provision

Partnerships with parents are good. The childminder builds strong relationships with them from the start and provides effective and open channels of communication. In addition to daily feedback, she discusses with them particular concerns or aspects of their children's care and development. This helps identify any additional support that a child may require to meet their individual needs. Parents are able share some of the experiences children have at the setting because photographs are emailed regularly to them. This helps to inform and involve parents. Parents comment that they are very satisfied with the service. They appreciate how well children settle and value the range of outings that are provided. The childminder acts as a link between other settings or schools that children attend. She passes on information to parents and takes note of what children are learning at the other settings so she can offer consistency.

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the early years provision

The childminder makes good use of local community resources for example she attends groups for children at the local children's centre and takes children out regularly in the local countryside. She provides a warm and welcoming home environment in which children are kept safe and secure. There are suitable facilities for children to eat safely at the table and to sleep in a ground floor room as required. The home is sufficiently equipped with toys and play resources but most of these are not easily accessible to children as they are stored in a room which is out of bounds. This limits children's independence and confidence to explore and learn because they have to play with what is selected for them or they have to ask for what they want.

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and outcomes for children

The childminder provides an adequate environment in which children learn and develop. She supports children well in their play and clearly knows their interests and needs. She makes observations of children and identifies simple next steps for their learning and development. However, these are not based on or linked in any meaningful way to the Early Years Foundation Stage. This means that, despite the fact that children have some very positive learning experiences, their progress towards the early learning goals is not being evaluated or monitored. Nonetheless, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children make steady progress and some children show signs of making good progress in some areas of development. They enjoy playing and learning when they are interested in what is provided for them. For example, children enjoy the challenge of doing alphabet puzzles and competently spell out some of the words.

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and outcomes for children

The childminder sits closely with them to guide their learning and offers encouragement and praise in recognition of their achievements.

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and outcomes for children

Children show some interest in playing a homemade game involving using their senses to explore new smells and textures. They are asked questions to challenge their thinking and language and the childminder introduces appropriate vocabulary to describe what they experience such as 'soft, rough, cold and smooth.' Outings and practical activities such as a nature ramble to collect wild flowers or fishing for tiddlers in the stream are used to help children learn about the natural world. Children develop and apply some of the necessary literacy, numeracy and technology skills required for their future learning. They use their fingers to show their age, develop some understanding of quantity, weights and measures when making apple crumble and begin to recognise similarities and differences when matching pairs of socks. They have some opportunities to use technology by using old keyboards and telephones to play 'offices' and some children recognise that

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and outcomes for children

print carries meaning and express a desire to write their name.

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and outcomes for children

Children settle well and show a secure sense of belonging. They have many opportunities to develop positive relationships within the setting, at toddler groups and when older and younger children take part in activities together. Respect for others is successfully promoted because there is plenty of discussion and use of books to help children recognise their differences, such as their cultural background or appearance. Children behave well when they are occupied and respond well to praise. Children's independence is encouraged in some ways. They are encouraged to dress themselves, supported with toileting and washing their hands. In other ways it is restricted by the lack of access to select toys and initiate play themselves. Children develop some awareness of keeping healthy. They are reminded why it is important to wash their hands before eating and are provided with a range of fresh fruit for their morning snack. Although the children do not

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and outcomes for children

use the garden that often for outside play, they are taken out regularly to use the parks and play areas to support their physical development and well-being. Outings are used to help children learn how to behave safely. They know it is important to hold hands and are made aware of road safety and the dangers of water. They also take part in fire evacuation drills which helps them take some responsibility for their own safety and that of others. 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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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 3

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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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