Childminder in Central Bedfordshire

Inspection report for early years provision

p.1

Unique reference number EY290318 Inspection date 28/02/2011 Inspector Susan Marriott

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2004 and holds recognised childcare qualifications. She lives with her husband and two children aged 23 and 15 years, in a house in Leighton Buzzard, Bedfordshire. The whole of the ground floor is used for childminding and there are toilet facilities downstairs. There is a fully enclosed garden available for outside play. The family have a pet cat. 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 four children in the early years age group and works during term time only. 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.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

p.4

The overall effectiveness of the early years provision

The childminder demonstrates an exceptionally professional and committed approach to her role and has enthusiastically embraced the true spirit and essence of the Early Years Foundation Stage. Children experience an exceptional quality of care and education in this fully inclusive and positively nurturing environment where the childminder has a very clear vision and conscientiously applies her motto 'Always learning, always supporting'. The childminder genuinely recognises children's uniqueness and individuality, meeting their diverse needs and ensuring that children participate in all activities in a fully inclusive way. Through her passionate commitment, dedication and long-established reflective practice, she demonstrates an outstanding ability to identify strengths and weaknesses, enabling the continuous enhancement of daily care and learning experiences for children.

p.4

further?

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

p.4

further?

 enhancing further, experiences for boys that build on their interests and value their strengths as active learners and problem solvers.

p.4

the early years provision

The outcomes for children are outstanding because the childminder pays special attention to promoting and providing a safe environment in which she places special emphasis upon role modelling and enhancing learning through play. Her mission is to encourage, promote and provide an environment where learning takes place through out the day. She is dedicated and committed to facilitate positive changes in the lives of the children she cares for, by teaching and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 supporting them to be all they want to be. This childminder builds on the strengths of each child, ensuring they develop self-confidence and readiness to face new and upcoming challenges when they leave her. 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. All

p.4

the early years provision

relevant household members hold 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 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.

p.5

the early years provision

The childminder is using an extremely 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 well-planned and purposeful play. The childminder makes excellent use of the available space in her home to provide a flexible domestic environment which serves children's differing needs. Children can readily access equipment, toys and resources independently and safely. Resources are stored in baskets and boxes placed on the floor, and on the low shelving in the conservatory playroom. Toys and equipment are safe, suitable, stimulating and challenging. The childminder rotates toys from additional storage space in her garage and checks the toys on a regular basis, removing any damaged ones from use immediately for disposal or repair. Following the last inspection, she has extended resources for promoting children's awareness of disability.

p.5

the early years provision

The childminder makes very good use of community facilities and takes the children to the library, the childrens centre, local parks and playgrounds and play dates with childminding friends. The children actively recycle products in a meaningful way. For example, they bring yoghurt pots from home to be filled in the childminding setting and use lots of recycled products for junk modelling. 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 an extensive 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.

p.5

the early years provision

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 discussions. Partnership working with parents and others caring for children is exceptionally well-established. The childminder enjoys the compliment of highly supportive parents who reserve a place for their next child or new arrival. Parents are actively encouraged and involved in the decision making process. Each day is pre-planned and any changes to the normal routine of the day are discussed in advance with parents. Children are made aware of these changes in order to avoid any disappointments or over-stimulation. The childminder discusses events, community activities, outings and rewards with parents on an individual basis. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder knows her philosophy is working well because she receives

p.5

the early years provision

overwhelmingly positive feedback from parents in the form of daily conversation, cards, thank you notes and flowers. Parents and carers express genuine care for their childminder's health and well-being. Parents speak about the childminder's fabulous care. They comment that 'you do a great job and we are so lucky to have you' 'you are one in a million'. Parents positively endorse the information they receive about their child's learning. For example, 'We adore the photograph albums you put together for us, following our children's development throughout the year'. The childminder has outstanding partnerships with parents and carers.

p.6

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 takes personal responsibility for keeping up to date with relevant training requirements by liaising with other childminders and professional organisations. The childminder regularly attends workshops to promote ongoing development and support further improvement in her practice. The childminder continues to use her well-established methods of self-evaluation to secure her outstanding capacity to improve.

p.6

and outcomes for children

The children's day is filled with constructive, enjoyable and meaningful activities because the childminder ensures that there is very little, or no downtime. The education programme is extremely well-organised, with themes and activities tailored to the interests and abilities of the children in attendance. These cover all aspects of the early learning goals, ensuring children enjoy an exceptionally broad, stimulating variety of activities and are designed to meet each child's developmental needs. Children enjoy fun packed days because the childminder delivers stimulating activities at a good pace, keeping the children constantly occupied, supervised and entertained.

p.6

and outcomes for children

The childminder sustains continuous interaction with children engaging in role play as doctors and patients. After a snack of warm toast, the children sit at the table to complete some formal number worksheets and proudly demonstrate their number formation to the visiting inspector. The childminder offers lots of encouragement and support which promotes children's confidence and sustained concentration. She praises them for their 'beautiful numbers' and responds sensitively when they express that they have had enough. Children engage in freely chosen play and invite the childminder to choose treasure from a pirate treasure chest. The childminder extends children's vocabulary as she joins in play and requests 'may I have the golden goblet?' Children show that they feel safe within the childminder's home as they warmly invite the inspector to join in play too. Children ask the childminder to play in a game of pretending to be heroes and

p.6

and outcomes for children

the childminder again engages in play, demonstrating her good knowledge and understanding of how boys and girls play can sometimes be quite different. She has already identified scope for improvement in this aspect of her practice. Children learn to think purposefully and develop excellent language skills because This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the childminder constantly asks questions to promote conversation and discussion, drawing their learning from play. For example, 'Do you know why he is called Dash?'

p.6

and outcomes for children

Children learn to take turns and share as they play a count and colour game with their childminder. She explains the rules of the game and then suggests that she has her turn first because 'It is polite to let ladies go first'. A multitude of photograph albums show the versatile range of experiences on offer to children. These include evidence of a vast range of arts, crafts and messy play; dancing; cooking; role play; music and special occasion events. For example, children met a famous children's character train controller at the toy library, make pancakes, play in the snow and taste ice. Children recall their excitement at seeing the big machines at the nearby park, when a tarmac road was being laid. Outings include the local childminding group Christmas party, Woodside Animal Farm and Mead Farm Open Day. Children have plentiful opportunities to enjoy fresh air and energetic play in the garden. They go for walks and meet up with friends at social

p.7

and outcomes for children

The childminder believes that communication is a two-way process and encourages the feedback of every child. She makes sure that child has understood her directive and expectation by encouraging them to repeat back to her what she has said. The childminder emphasises clear, concise and concrete communication to avoid any mixed or confused messages for children. She takes every opportunity to build on positive traits displayed. For example, 'You did a good job listening to me by sharing the toy with your friend'. Children help to tidy up. This enables them to understand that their parents are on their way and that it is time to get ready to go home, teaching them responsibility and accountability. The childminder discusses with each child how their day has been and what she will be telling their parents. Thereby, children are made aware of how pleased their parents will be with them. Children are also involved in discussion about outcome of day. Children

p.7

and outcomes for children

are actively involved in the interchange of information with their parents and the childminder informs parents about the structure of the following day.

p.7

and outcomes for children

Children develop high levels of confidence because the childminder is constantly praising their efforts and telling them what clever children they are. This enables them to make choices, decisions, explore and investigate in a safe and secure environment. Children are positively encouraged to learn about keeping themselves and others safe. because the childminder promotes awareness of potential dangers. For example, she reminds them that if they run onto the laminate floor in their socks, that they may slip and reminds them not to touch the radiators as she has boosted the heating on a cold day. Children are actively involved in decision making for healthy eating and spontaneously announce that 'An apple a day, keeps the doctor away'. Children demonstrate good manners, politeness and respect for others. They respond positively to the expectations of adults, and make choices and decisions. Children develop skills for the future as they explore other cultures,

p.7

and outcomes for children

develop an awareness of disabilities, similarities and differences, and their own cultural heritage. Role play and other activities help them develop their number, reading and writing skills through play, with adult guidance as necessary. The childminder focuses on preparing children for their future as she promotes This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children's understanding of kindness, mutual respect, empathy, love and self- control. This enables children deal with situations in an honest, respectful, confident and caring manner. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.9

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

p.9

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.9

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

p.9

Stage

The quality of the provision in the Early Years Foundation Stage 1

p.9

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

p.9

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

p.9

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.10

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.10