Childminder in Central Bedfordshire

Inspection report for early years provision

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Unique reference number EY402295 Inspection date 20/10/2010 Inspector Sonjia Nicholson

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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 registered in 2009. She lives with her partner and adult son in a house in Leighton Buzzard, Bedfordshire. Shops, toddler groups, a park, library and other amenities are within walking distance. The childminder takes children to and collects them from local schools and pre-schools. Children have use of all rooms on the ground floor, with toilet and bathroom facilities situated on the first floor. A fully enclosed rear garden is available for outside play. The childminder is registered on the Early Years Register and both compulsory and voluntary parts of the Childcare Register. She may care for a maximum of six children under eight years, three of whom may be in the early years age range. There are currently two children on roll in this age group.

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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

Children are happy and settled within this relaxed family home where the childminder generally meets their individual needs. They are busy and interested in what is going on and relate well to the childminder, who knows them and their families well. Although there are some weaknesses in her practice, the childminder endeavours to provide a good service. She is keen to attend future training to extend her skills, confidence and knowledge, so is well placed 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?

 introduce further world festivals and religious events to extend children's knowledge and understanding of the world and increase the range of toys and resources that reflect diversity  practise the evacuation drill on a regular basis to develop children's growing understanding of fire safety  increase knowledge of the early learning goals, and use observations to plan for children's individual needs and aid assessment of their progress.

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the early years provision

The childminder understands her responsibility to safeguard children and is familiar with the procedures to follow if she has concerns about a child. She has developed her own safeguarding policy and attended a training course to keep up to date with current practice. The childminder supervises children well, for example, she This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 accompanies them into the garden and ensures they play safely on the small see- saw as it bumps them up and down. Within the home the childminder is mindful of children's safety, for example, ensuring cords to the blinds in the conservatory are tucked out of reach and electrical sockets are covered. Children remain safe during walks and outings as the childminder has undertaken risk assessments to highlight potential hazards, for example, at the park or when walking to and from pre- school. Although children have practised the evacuation drill since registration, due

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the early years provision

to their young age and lack of repetition, they are not entirely familiar with the procedure.

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the early years provision

The childminder creates an environment where all children feel welcome. They move freely within the home and are able to select from a satisfactory range of toys in the playroom, however, those reflecting diversity are limited to books at this stage. The childminder acknowledges this is an area for improvement. She is happy for children to bring favourite toys from home, such as a shape sorter, which they both enjoy playing with. The childminder organises all aspects of her business well and her practice is sound but she lacks confidence in some areas. She feels nothing much has changed since registration but recognises that she needs to evaluate her practice. She also wishes to move on professionally by attending training courses which she can then implement into her day to day work to benefit the children.

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the early years provision

Parents have access to some useful information including a range of written policies and procedures relating to all aspects of the service provided, some of which need minor amendments to ensure they contain all the necessary detail. The childminder develops good relationships with parents starting with several settling- in visits where she discusses children's needs in order to offer appropriate care. Parents value her experience and actively seek her views, for example, she takes a call from a concerned parent and gives sensible, practical advice to reassure her. Daily feedback is given to parents via text messages, discussions and photographs, although the childminder has yet to share children's learning journeys with them to demonstrate their child's progress. The childminder has made links with the local pre-school where she shares information about children's development and any issues with staff, which she relays to parents on collection.

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and outcomes for children

Children feel safe within the childminder's home as they are familiar with the daily routine and environment. They relate well to the childminder and follow her instructions, for example, she asks them put their boots on and wait by the door before going outside. Children enjoy lots of opportunities to play outdoors and develop their physical skills, for example, they usually go to the play park after pre-school where they use large pieces of equipment or enjoy playing in the childminder's garden. One child practises peddling a tricycle while the other throws and catches a ball with the childminder. They both enjoy having a go on the see- saw which makes them squeal with laughter. The childminder chooses not to use her car whilst childminding so children gain further exercise and fresh air as they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 walk to and from pre-school each day. Children enjoy a healthy lunch of a

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and outcomes for children

sandwich and cherry tomatoes. The childminder encourages them to choose their own filling and they opt for healthy choices, such as ham and cheese. Meals are taken at the dining table with the childminder, who encourages their social skills and table manners. For example, she reminds children to sit nicely on their chairs. Each child has their own beaker which they can access throughout the day to ensure they do not become thirsty. Children's personal needs are sensitively supported by the childminder. For example, she encourages the use of potties before progressing to the toilet to aid children's confidence during this stage of their development.

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and outcomes for children

Children's behaviour is managed well by the childminder, who works with parents and pre-school staff so children understand what is expected of them. She is consistent in her approach and uses appropriate strategies, such as giving time and space for children to calm down, ignoring some attention seeking behaviour and providing lots of praise. As a result the children generally play cooperatively with one another and respond positively to her. For example, they tidy the plastic bricks away outside when the childminder asks them.

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and outcomes for children

Children have so far not taken part in activities to help them learn about different cultures and religions. The childminder acknowledges this and intends to research festivals and events for the future; she has some plans for Christmas activities, including planting hyacinth bulbs as presents for parents. Children develop skills for the future as they help the childminder sort different materials for recycling. There are lots of planned activities to encourage children's creativity. For example, they use a variety of collage materials and glue sticks to decorate their paper hats made at pre-school. They also enjoy collecting more leaves from the garden to replace those that have fallen off their hats on the way back home. The childminder uses a simple planning sheet but she lacks knowledge of the early learning goals, which hinders her confidence. However, she successfully evaluates each activity and has recently begun to identify children's next steps in learning

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and outcomes for children

through her observations. For example, offering more difficult jigsaw puzzles for a child who finds those suitable for his age group very easy. She has yet to develop this so that her planning regularly contains activities specific to each child. So far, there is also no formal assessment of children's progress during their time with her. 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 3 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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