Childminder in Bedford

Inspection report for early years provision

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Unique reference number EY338224 Inspection date 11/02/2011 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 2006. She lives with her one child aged six years old in a house in Elstow, near Bedford. The whole of the childminder's house is used for childminding activities and there is a fully enclosed garden for outside play. The family have some pet fish and a water crab. 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 and is registered to provide overnight care for three children.

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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

The childminder demonstrates a highly professional and committed approach to her role and has enthusiastically embraced the essence of the Early Years Foundation Stage. She continuously applies expertise gained from her experience and training to her daily practice and this enables her to offer an excellent standard of care and education to the children. Children clearly thrive and make rapid progress in this well-organised, domestic environment that truly recognises their uniqueness and individuality. The provider meets the diverse needs of children and ensures that children participate in all activities in a fully inclusive way. Through her passionate commitment, dedication and rigorous reflective practice, she demonstrates an outstanding ability to identify strengths and weaknesses, enabling the continuous enhancement of daily care and learning experiences for children.

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further?

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

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further?

 develop the range of activities to help young children understand that people have different needs, views, cultures and beliefs, that need to be treated with respect.

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the early years provision

Children enjoy an exceptionally high quality of care and education in this welcoming 'home from home' setting, supported by exceptionally well-researched, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 organised and individualised policies, procedures and records. The childminder is extremely flexible and does not have set opening times, working around parents schedules to accommodate shift patterns, including weekends and overnight care. The childminder demonstrates an extremely good understanding of the procedures regarding the safeguarding of children and a very high level of commitment to promoting children's safety. She holds appropriate vetting checks. There is a very clear complaints procedure and extensive risk assessment which is carefully recorded, consistently monitored and regularly reviewed. Exceptionally well- thought through procedures are in place to maintain high standards of children's

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the early years provision

safety on a daily basis, in emergency situations and when on outings. Domestic safety measures are in place and fire evacuation plans are practised regularly with the children. Consequently, dangers are substantially minimised and children's safety is robustly secured.

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the early years provision

The childminder is using a wide variety of resources in the home and in the community to ensure that children are learning in all six areas of learning and this is delivered through planned and purposeful play. Following the last inspection, she maintains a safe environment by limiting the amount of toys on the floor at any one time. Resources are well-organised, accessible and support children in making independent choices about their play. The childminder makes very good use of community facilities. The holidays are exceptionally well-planned and organised to ensure the children have new experiences in the community. The childminder links with other childminders and the local school to secure the use of the primary school facilities one day a week. They use the middle school swimming pool with a lifeguard in attendance and enjoy lots of bus and train journeys for trips to such places as the Marston Moretaine Forest Park. In partnership with another

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the early years provision

childminding friend, the childminder has secured an allotment to enhance the quality of provision. Children enjoy planting, nursing seeds and harvesting the growing produce. They then pick their home grown produce for meals and this teaches them about growth and promotes awareness of healthy eating. The children actively recycle, using lots of recycled products for junk modelling.

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the early years provision

A strong commitment is shown to inclusive practice and the childminder is skilled in including each child in the activities according to their ability. She has a good range of toys, books and equipment which reflect differences and promotes children's awareness of diversity through activities, such as, cooking, creative work and stories. The childminder has already identified this aspect of practice as an area for further improvement and has plans to develop the range of activities to help young children understand that people have different needs, views, cultures and beliefs, which need to be treated with respect. She has discovered a website which shares music, songs and stories from around the world, including food and recipes from different countries. The childminder is also working on a scrapbook to demonstrate diversity within the local community.

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the early years provision

Partnership working is well-established. The childminder meets with nursery and pre-school staff to ensure smooth transition planning. She meets with the children's key person at nursery to ensure goals are being met and attends social events. She works in partnership with parents to support children's speech and language needs. The childminder has outstanding partnerships with parents and carers. She makes home visits prior to children starting so they can see the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder as a family friend rather than a stranger and offers tailor-made settling-in sessions to reassure children that their parent or carer will return for them. Robust documentation, policies and procedures ensure a positive start to the contract and the childminder keeps parents and carers well-informed of their children's progress through daily diaries and regular discussions.

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the early years provision

The childminder demonstrates an infectious enthusiasm for her work and is highly motivated to make changes that drive improvement and improve the outcomes for children. She ensures that she keeps up to date with relevant training requirements by liaising with the local authority and professional organisations. She reads professional publications, such as, 'Who Minds' and liaises with other practitioners in the area through childminding groups, the children's centre and the childminding Network. The childminder regularly attends workshops to promote ongoing development and support further improvement in her practice. The childminder uses her self-evaluation form as a working document to secure her outstanding capacity to improve.

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and outcomes for children

Emphasis is placed upon children having fun in this friendly and stimulating environment in which children feel safe and secure. The childminder always gives priority to the children, having a meticulously detailed knowledge of them as individuals and their interests. She talks with them continuously, skilfully exploiting the opportunities presented by child-led play to develop their learning. Children present at the inspection are described as being 'heavily into nurturing.' A vast selection of dollies and accessories are available to greet the children on arrival and capture their interest immediately, making separation from their parents stress free. The childminder discusses how they might bath and feed the baby. She provides towels and real water with bubbles and joins in play, praising the children's efforts. The childminder explains that baby needs strapping into the high chair to keep her safe and asks questions to make children think. For example, she

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and outcomes for children

asks 'is her tummy full?' and suggests that the dolly might need a bib to prevent food from going onto her tummy. The childminder gently extends children's vocabulary by supplying the word 'delicious' as an alternative to 'yummy.'

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and outcomes for children

Children are asked what they would like to do next and the childminder responds to their requests to play music. Children demonstrate that they can create sounds by banging percussion sticks in time with the beat. Children express a strong interest in sheep following 'Baa, baa, black sheep' and the childminder notes in her plans that a visit to a farm to see some real sheep will be beneficial. The childminder keeps lots of photographic evidence of activities and examples of items that the children have made. These include making an envelope, playing at Stanwick Lakes, planting sprouts, making homemade scones, matching shapes on a computer program and playing in the snow at night.

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and outcomes for children

Children gain lots of physical enjoyment outdoors in all weathers, providing they are appropriately dressed. Children learn the benefits of physical activities. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder describes herself as 'a home-cooked meal person' and ensures children are given lots of time learning about food and handling it. Children learn about 'five-a-day' and the childminder introduces reward charts for children who find eating vegetables difficult. Children develop a full understanding of the goodness food provides for our bodies and fruit is available on show in the kitchen where they can freely ask for it. Snacks and meals are eaten at the kitchen table and children are offered an attractively presented platter of banana, apple and nectarine pieces from which to make their choice. Drinks are freely available and the childminder actively encourages children to progress in their development by

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and outcomes for children

promoting independent pouring and the use of age-appropriate beakers and cups. Children learn to wash their teeth and overnight children all have their own toothbrushes and personalised hand and bath coloured towels. Nappy changing takes place in the bathroom with all washing facilities available. Children wash hands at appropriate times and learn to 'catch it, bin it, kill it' when coughing and sneezing.

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and outcomes for children

Regular talks about safety awareness promote safety at all times. Children learn about staying safe through regular fire drill practice and annual visits to the fire station. Children know the importance of staying near on outings and keeping safe. They know not to go off with people they don't know and older children know how to raise alarm or attention should they ever be in danger. Outings often take place in partnership with other childminders and their children and high-visibility jackets are worn. An extra pair of adult eyes always comes in handy and outings are risk assessed prior to and on arrival. The childminder carries emergency cards with basic details and emergency medical treatment consent, together with her first-aid kit, disposable instant ice-packs and her mobile phone always taken.

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and outcomes for children

Children learn how to treat each other, sharing and turn taking. Older children are given opportunities to resolve disputes themselves and come up with their own solution. Children are given choices and are able to choose themselves, respecting and remembering other's feelings. The childminder asks 'how would you feel?' and 'do you think it would make you happy or sad?' and her use of facial expressions to younger children when playing helps them with feelings. Praise is constantly offered and positive behaviour is excellently promoted with reward stickers for younger children and marble pots for the older children. For example, when 30 marbles are in the pot they receive a treat. 'Time-out' helps children reflect on the behaviour that got them there.

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and outcomes for children

Children are developing effective skills for the future and prepare for transition to school. They are able to make independent choices and sort out their play, sharing and playing together. The childminder listens to children, she gets down to their level, gives plenty of eye contact and effectively communicates with them. Children participate in role play with dressing up, home and medical equipment. They are confident to solve problems, have opportunities to prepare meals, make sandwiches, lay the table, tidy-up and pour drinks. Children visit local shops and markets to buy things, planning their own shopping lists and ways to remember items. They develop computer skills as they are encouraged to play on the computer. Children learn effectively about their local community as they attend local playgroups, school story and rhyme time and enjoy outings to the library. 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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