Home Childcarer in Central Bedfordshire

Inspection report for early years provision

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Unique reference number EY320896 Inspection date 09/02/2011 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 registered in 2006. She lives with her husband and three children aged 15, 12 and eight years in Ampthill, Bedfordshire. The childminding takes place in the ground floor play room and kitchen/diner with access to a ground floor bathroom. There is an enclosed garden available 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 five 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 three 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 voluntary and compulsory parts of the Childcare Register. The childminder is a member of the National Childminding Association. She has a Level 3 qualification in Children's Care, Learning and Development and is accredited to provide funded education for three and four-year-olds.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

All children's needs are met exceptionally well and consequently they make significant gains in their learning and development. Robust procedures ensure children's welfare is promoted to very high standards. Highly effective partnerships between the childminder, parents and other agencies contribute significantly to very positive outcomes for children. Rigorous and exceptionally thoughtful self- evaluation and monitoring of all aspects of the provision means there is an effective cycle of continuous improvements.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 including further opportunities for writing during role-play and other activities and provide a variety of writing tools and paper both indoors and outdoors.

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the early years provision

Safeguarding duties are met extremely well. The childminder understands her responsibilities in ensuring children are protected from those who have not been vetted and she supervises children very well. She regularly updates her knowledge of safeguarding issues through training and would confidently implement her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 safeguarding procedure in line with Local Safeguarding Children Board guidelines. Children's safety is paramount and they show an excellent awareness of safety issues. The childminder constantly reviews her practice and environment to ensure it remains safe, secure and suitable for purpose. For example, she ensures her fire evacuation procedures are regularly approved by the local fire safety service. Thorough risk assessment records are maintained. There is an extensive range of policies and procedures to promote children's health and safety, all of which are

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the early years provision

The childminder is passionate about her work and continually strives to provide high quality care and learning. She has maximised use of resources to provide an exceptionally inviting and stimulating environment and makes full use of local community resources to extend children's experiences. She is committed to seeking out training opportunities and developing her skills and knowledge through reading widely and finding out about new ways of working. She has completed numerous training courses since her last inspection and uses new skills very effectively in order to further improve outcomes for children. For example, after attending a course to promote children's literacy she reflected that the children's book corner would be better situated nearer natural light. Children now thoroughly enjoy using this area. Self-evaluation is exemplary. She is deeply reflective and continually evaluates all elements of her practice in order to consider where further

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the early years provision

improvements can be made. She actively seeks out the views of parents and children so that they are thoroughly involved in further developing the provision.

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the early years provision

Communication with parents is superb and they are kept extremely well informed. Any issues or concerns are promptly dealt with and thoroughly explored. All parents are actively involved in their children's learning and development. They have regular chats to update each other as well as more focused consultation evenings where parents meet others and read written progress reports about their children. This provides a really inclusive atmosphere and fosters very positive relationships. The childminder works extremely well with parents to support individual needs and provides tailored guidance to assist with issues such as toilet training, behaviour or health issues. She will go the extra mile to ensure the best outcomes for all children, such as when suggesting that she and a parent attend specific medical training together in order to draw up a personal care plan for a child with a food allergy. Highly effective partnership working extends to working

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the early years provision

with other settings that children attend. She proactively finds out what children are learning at pre-school or nursery, such as phonic schemes to assist with early literacy and shares information with other key persons about children's stage of development in order to provide continuity. There is also very effective partnership working with the local children's centre and network support groups.

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and outcomes for children

The childminder is highly skilled at promoting children's learning through play. Her intuitive knowledge of how to engage with children, coupled with her very solid knowledge of the Early Years Foundation Stage framework, enables her to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 motivate their desire to learn and explore. She makes very thorough observations and assessments of children's achievements and uses them expertly to identify their next steps in learning based upon the early learning goals. Children show genuine excitement on arrival and enthusiastically select resources and engage in purposeful play. She provides a stimulating, interesting environment that is rich with learning opportunities both inside and outside. She thoughtfully plans a balance of adult-led and child-initiated play based on children's interests and knows exactly when to step back to allow them freedom and time to engage in

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and outcomes for children

their own play. For example, when getting children to predict what happens when they put sand in a colander they become so absorbed in making pies and sandcastles, decorating them intricately with shingle, that the childminder steps back to allow them time to follow their own interests and develop their imaginative ideas.

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and outcomes for children

Children communicate and express their ideas exceptionally well. They learn to listen attentively to stories and respond to challenging questions posed by the childminder. Posters and labels around the room further introduce children to written text and they can explore mark making by using magnetic letters and white boards, although there is less frequent access to writing in free play. Some activities such as worksheets are not so age-appropriate and do not allow children to freely experiment with writing. Children develop excellent abilities to solve problems. The childminder discreetly uses a fishing game that children are keen to play to encourage them to compare shapes, match colours, recognise numbers, order them in sequence and think about which numbers are greater than others. There is a wide range of interactive and programmable toys for children of different ages to explore as well as telephones and cameras which they use

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and outcomes for children

confidently in their play. Resources widely reflect diversity. Children are very interested in a book showing the different types of homes that people around the world live in and play figures and toys reflect those that have disabilities or live in caravans. Children thus learn to be respectful of others. Children have many opportunities to explore the local community with regular visits to groups for children, the library, play parks, and walks to the allotments and local countryside. Every outing is seen as a learning opportunity and consequently these significantly enhance the social skills and knowledge of and respect for the natural environment.

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and outcomes for children

Children display a highly mature understanding about keeping themselves well because stringent health and hygiene practices are followed. They know exactly when to wash their hands and why, taking themselves to the bathroom without prompting if their hands are dirty. Whilst using soap and water they confidently talk about 'washing the germs away'. Plenty of discussion takes place around which foods are good or not so good for their health and they are encouraged to think about the impact of exercise on their bodies. After bouncing energetically on the trampoline they are reminded why they might need a drink of water. They develop excellent independence whilst eating nutritious fruit snacks as they peel little oranges and cut up apple quarters. Borrowed resources from the local oral health team allow children to learn how to take good care of their teeth. Children feel safe and exceptionally secure within the setting. They understand expectations

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and outcomes for children

for their behaviour because these are consistently reinforced and sensitively take account of differing levels of understanding. Polite manners are very evident and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 respect for the feelings of others is fostered as children share resources and take care of each other. The childminder pays great attention to ensure children have a well-developed understanding of safety issues. They learn how to cross roads safely and play a game where they take it in turns to stop at the kerb and assess whether any traffic is coming. This enables all children to think about their safety under her careful guidance. She explains very carefully to children why they must take care when using equipment in the garden and encourages them to understand the emergency evacuation procedure by involving them in making signs and posters. As a result of the rich and varied experiences children receive

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and outcomes for children

they make significant progress in their welfare, learning and development and are extremely well prepared for the future. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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