Childminder in Central Bedfordshire

Inspection report for early years provision

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Unique reference number EY232598 Inspection date 25/01/2011 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 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 2002. She lives with her three children aged 16, 14 and 12 years in a house in Houghton Regis, near Dunstable. The childminder uses the ground floor of the property for childminding activities and the bathroom on the first floor. There is a fully enclosed garden for outside play. The family have a pet dog. The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than three 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 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 good.

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The overall effectiveness of the early years provision

Children are warmly welcomed into this homely environment where the childminder promotes most aspects of children's care and education in an exceptionally inclusive manner. Her very good knowledge of child development and her determination to implement the Early Years Foundation Stage to a high standard are key strengths. Each child is valued as a unique individual and children make good progress in their learning and development. Informal planning, observation and assessment systems are in place but these are not yet sufficiently linked to the Early Years Foundation Stage. The childminder builds outstanding relationships with parents and other professionals to underpin children's welfare. She uses self-evaluation as a very effective process for identifying strengths and weaknesses in her provision to support continuous improvement.

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further?

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

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further?

 link planning, assessment and learning priorities to secure children's good progress towards the early learning goals, for example, through the use of the criteria in the Practice Guidance for the Early Years Foundation Stage.

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the early years provision

Children's welfare and education is effectively supported through the childminder's clear use of written policies and procedures developed over several years of minding. These have been adapted to meet the Early Years Foundation Stage requirements. Children's welfare is robustly 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. The childminder takes personal responsibility for updating her safeguarding knowledge and skills This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 through regular training. Comprehensive risk assessment is in place and effective action is taken to manage or eliminate risks for children. For example, children help the childminder to 'check' the smoke alarm and she explains why they need to do this.

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the early years provision

The childminder's home positively promotes children's progression towards the early learning goals. The conservatory walls are adorned with educational posters and visual aids for learning and low storage units ensure that young children can access the toys easily. Children's views and ideas are considered when the childminder is planning and providing resources. The childminder's excellent 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. The childminder has substantial experience of addressing suspected and identified special educational needs and disabilities. She is well aware of children's developmental stages and

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the early years provision

appreciates the importance of maintaining children's fragile self-esteem and confidence. Parents comment on her 'wonderful ability to know instinctively what a child needs' also stating that 'She will offer advice, or say and do the right thing, to make them feel better or progress further in learning'.

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the early years provision

The childminder has effective self-assessment procedures to support the continuous improvement of her practice. For example, she uses her self-evaluation form to identify strengths and she has identified that there is room for improvement in her recording methods. The childminder gathers assessment information broadly in line with the requirements, although planning, observation and assessment are not securely linked with the criteria in the Practice Guidance to underpin children's good progress.

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the early years provision

The childminder has an exemplary understanding of the importance of maintaining close links with other professionals involved with the children to promote consistent care. She liaises very well with others providing care for the children. Together they ensure that the children receive any support they may need, and agree strategies to achieve the best outcome for the child. Highly effective, two- way communication also allows the childminder to inform parents of any achievements or concerns at the earliest point, whilst being mindful of the confidentiality policy. Parents report that their children experience 'a raft of different opportunities' whilst their children are not at nursery, because the childminder provides highly appropriate, complementary care.

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the early years provision

The partnership with parents and carers is excellent. Communication channels are kept open by the childminder who makes every effort to keep parents fully appraised of all matters relating to their child's care and welfare. The childminder discusses her written policies and procedures with parents at the initial meeting before placement commences, and provides parents and carers with their own copies once a contract has been signed. The childminder uses discussions and settling-in visits to ensure that children's care is consistent with the home routine. Daily discussion keeps parents extremely well-informed about their child's activities and daily routine care needs. Parents and carers value the service highly and have This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 provided written references commending the childminder for providing 'a secure and caring environment'. The childminder expects courtesy and respect and

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the early years provision

parents credit the childminder with 'an equal share of modelling and reinforcing good manners' in their children.

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and outcomes for children

This experienced, friendly and welcoming childminder treats children with warmth and kindness, nurturing their development. The childminder talks about things the children do and plan and listens to, and acts upon, their thoughts and ideas to ensure they always have a happy, enjoyable and positive experience. She is highly effective in supporting children's play and learning, intuitively implementing the learning and development requirements to develop children's early language skills. For example, she chatters away with babies, who smile and gurgle in response.

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and outcomes for children

The childminder clearly knows the children well and encouragement and praise is given at all times to promote the development of self-esteem. The childminder makes good use of the daily routine. Children learn about weighing and measuring when they visit the shop with their childminder and older children are encouraged to become familiar with money. For example, they may be asked to count the change. Children count the steps between lamp posts and learn about the changing seasons through observing trees. Some children enjoy talking about how telephones work when they notice the telegraph poles carrying wires and cables. Younger children develop their mathematical learning through activities such as sorting the washing into different colours.

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and outcomes for children

Informal planning of daily routines is appropriately flexible and responsive to the needs of children. The childminder is mindful that things do not always 'go to plan' and tries to be guided by children's requirements because she knows that children learn more when it is they who have instigated an activity. Children have plentiful opportunities to develop their physical skills in the fresh air because the weekly routine includes daily opportunities to play in the garden and walks in the local environment including daily drop-off and collections at the local school. Children enjoy helping their childminder to walk the family dog. They develop 'a sibling-like bond' with the childminder's own children, playing indoors and out and watching them play competitive rugby.

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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. Robust 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. Children's behaviour is managed very well and effective strategies ensure their social, physical and economic wellbeing are met. The childminder is mindful that learning through play is the main key to developing skills for the future. Through toys and other resources children are able to develop skills across the six areas of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learning. They have the resources and facilities to be active; their natural

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and outcomes for children

inquisitiveness is encouraged and responded to in a positive way to help them become independent learners. Children develop the ability to problem solve. For example, they learn to share, compromise, respect others and their opinions, whilst also developing their own views and opinions by learning from others around them. Children demonstrate their understanding of the wider world through role play activities, by asking questions and by talking with the childminder and each other, about situations they have seen or experienced. 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 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 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 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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