Childminder in Bedford

Inspection report for early years provision

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Unique reference number 505267 Inspection date 21/02/2011 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 1992 and holds a relevant childcare qualification. She lives with her husband and three children aged 22 years, 14 years and 11 years in a house in Kempston, near Bedford. The childminder uses the ground floor of the property for childminding activities and toilet facilities are also available on the ground floor. The family keep tropical fish in a tank. There is a fully enclosed garden for outside play. The childminder is registered to care for a maximum of four 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 five 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 trusted family environment where the childminder promotes most aspects of children's care and education in a suitably inclusive manner. Each child is valued as a unique individual and children make good progress in their learning and development. 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 to underpin children's welfare. She has begun to complete her self-evaluation form but this is not fully effective as a 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  develop self-evaluation to identify strengths and priorities for development that will improve the quality of provision for all children.

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the early years provision

The childminder is a qualified nursery nurse with an excellent knowledge and understanding of child development and many years experience of minding children. Consequently, children experience a good quality of care and education in this childminding setting. The childminder has worked hard to develop clearly written policies and procedures and all required written records, to underpin the safe and effective management of the service. Children's welfare is promoted well This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 because the childminder has a good understanding of her responsibilities relating to safeguarding children. This is supported by training and a practical written procedure which enables her to identify any child at risk of harm and take appropriate action. All household members are appropriately checked and deemed suitable to be in contact with children. Comprehensive risk assessments are in

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the early years provision

place and effective action is taken to manage or eliminate risks for children.

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the early years provision

Children make good progress in their learning and achieve well because the childminder makes good use of resources. Her home is spacious, welcoming and resources are well-organised and accessible, enabling children to make independent choices about their play. The childminder supplements play with planned activities and visits outside the home. The childminder's good understanding of anti-discrimination means that she provides a service which is inclusive for all children and their families. She ensures that she understands and responds to each child's individual needs, 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.

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the early years provision

The procedures for monitoring children's progress ensure that their individual development is promoted-well. The childminder gathers information from parents when a child enters the setting. She makes many informal observations of children's learning across all areas during her working day and intuitively moves children's learning forward by promoting the next step. Written monthly observations are professionally presented and linked to the various aspects of the six areas of learning. However, the information is not sufficiently linked to the 'Development matters' criteria so it is difficult to quantify the progress being made.

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the early years provision

The childminder has excellent partnerships with parents and carers. Written feedback from parents shows they greatly appreciate the care provided. They speak highly of her care for the family, of the childminder's 'instant warmth and caring nature' and value 'her genuine fondness for children in her care'. They find her 'flexible, extremely professional, honest and trustworthy; kind, sensitive, patient and approachable'. Parents state that they 'trust her implicitly with the most precious thing in our lives'. Letters confirm that the childminder 'regularly does baking, arts and crafts, garden play and takes the children out'. Parents report that their children 'often do not want to come home, proving how much they enjoy their time there'. They acknowledge the childminder as 'a very kind, trustworthy, reliable, organised person who they could not have survived without'. The childminder keeps parents well-informed of their children's progress through

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the early years provision

regular discussions and daily diaries. Parents report that their children enjoy dancing, playing instruments, dressing-up and puzzles. They are taken out for walks, to the park and to various toddler groups.

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the early years provision

The childminder is aware of the requirement to develop partnership working with others involved in the care of the children. She liaises with schools and pre-schools as required to secure continuity of care for children. The childminder uses her life experience to ensure that children who have additional development needs are identified and are offered appropriate activities and learning opportunities. She demonstrates enthusiasm for her work and is highly motivated to continue to make This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 changes that improve the outcomes for children, despite her difficulties with paperwork. The childminder has begun to complete the Ofsted self-evaluation form but this does not currently reflect the broad extent of her expertise and knowledge. However, it is not yet a fully effective aid to monitor childminding practice, identify any areas for improvement and sustain continuous improvement.

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and outcomes for children

This highly experienced, friendly and welcoming childminder treats children with warmth and kindness, nurturing their development. The childminder strongly believes that her role is to support and encourage individual children to develop and learn in a relaxed and fun atmosphere. She capably draws the learning from child-led interests and play, sustaining highly competent levels of interaction with the children which develops positive attitudes to learning. Children are happy to move onto the next stage in their learning because the childminder is patient and consistent and offers lots of praise and encouragement as they play. The weekly routine is flexible according to the needs of the children. She offers a continuous commentary on the daily routine, including teaching about colours, numbers and shapes. The childminder keeps her promises to children, ensuring that an activity to ice biscuits is repeated to enable those who were at nursery to enjoy the

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and outcomes for children

opportunity. During a play dough activity, the childminder talks children through the process of flattening the dough with the rolling pin and pushing it hard to roll it thinner. She encourages children to make choices about which animal cutters they wish to use and gives copious praise for the finished results.

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and outcomes for children

Children have plentiful opportunities to develop their physical skills because the weekly routine includes daily opportunities to play in the garden. The childminder ensures that children get outside in the fresh air and have daily exercise to develop their general fitness. Children enjoy an extended range of play activities and develop their social skills with other children as they visit appropriate toddler groups and enjoy outings with their childminder. The childminder informally observes the children whilst playing and shares her assessment of their learning with parents and carers. She is competent in identifying the next steps in children's learning. However, she does not yet link her observations to the Early Years Foundation Stage criteria and use this to secure children's progress.

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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 well-being. 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 well-being 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 learning. They have the resources and facilities to be active; their natural inquisitiveness is encouraged and responded to in a positive way to help them

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 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 2 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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