Childminder in Central Bedfordshire

Inspection report for early years provision

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Unique reference number EY330816 Inspection date 07/02/2011 Inspector Karen Molloy

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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 and lives with her husband and two children aged eight and five years old in the residential area of Linslade in Leighton Buzzard, Bedfordshire. The whole of the ground floor of the childminder's house is used for childminding. Toilet facilities and space for undisturbed sleeps are provided on the first floor. Children also have access to an enclosed garden for outside play. It is on two levels and always supervised by the childminder.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register to care for two children under eight years at any one time. There are currently four children attending on a part time basis. The family have guinea pigs that live outside. The childminder is a member of the National Childminding Association (NCMA). She holds the National Nursery Nursing Board (NNEB) a recognised early years qualification.

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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 is committed to providing an extremely high quality and fully inclusive service. As a result, children's well-being is significantly enhanced and their safeguarding is assured. The childminder is highly qualified and has a thorough knowledge of the Early Years Foundation Stage (EYFS) this ensures that all children receive an excellent standard of care and education, tailored to meet their individual learning and development needs. Each child's needs are exceptionally well met through highly effective partnerships between the childminder, their parents and other providers. Successful steps are taken to reflect and evaluate the provision for children and the childminder demonstrates an excellent capacity to make continuous improvement and sustain its very high standards.

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further?

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

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further?

 enhancing ongoing assessment by gathering further information from parents about children's development enabling them to contribute to their learning and development records.

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the early years provision

The childminder has an excellent understanding of her role in safeguarding children and is very well informed about the procedures to put into practice when This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 necessary. This knowledge and understanding has been gained by regularly attending child protection training to ensure she is kept up-to-date, which means children are extremely well protected. All adults in the household have been suitably vetted, a visitor's book is in place to record any additional people and the childminder maintains accurate incident and accident records. Comprehensive policies and procedures underpin the childminder's exemplary practice. Detailed risk assessments and health and safety checks are frequently carried out indoors and out of the home, enabling the childminder to identify and address any potential hazards immediately. She has also attended risk assessment training to

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the early years provision

develop her knowledge further. All these factors ensure children are cared for in an exceptionally safe environment.

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the early years provision

The childminder is experienced and very organised so that her provision is expertly managed. She is a qualified nursery nurse with previous experience working in a day nursery and is able to utilise many of these skills in her current setting. She makes excellent use of her time and resources to fully meet children's individual needs. Routines are flexible and resources are well-organised and accessible, enabling children to make independent choices about their play from the excellent range available. These are regularly reviewed and updated to ensure they continue to meet the needs of the children. Equally, adult led activities ensure children practise and learn new skills. The childminder is pro-active in her practice and has an extremely positive approach to development, having completed extensive training. This has included observation and planning, self-evaluation and common assessment framework, amongst other subjects. These have all extended her

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the early years provision

knowledge and, thereby, further improves outcomes for children.

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the early years provision

Exceptionally strong partnerships are established with parents. Comprehensive information is shared between the childminder and parents right from the start. A detailed welcome booklet, copies of policies and procedures and information about the Early Years Foundation Stage (EYFS) keeps them extremely well informed. Regular two-way communication ensures parents are actively involved in children's learning and development, for example, daily diaries work as an effective two way system. Parents are encouraged to write about what their children enjoy doing at home, activities and achievements are documented in the diary or in observational folders and shared regularly with parents. Settling-in sessions are organised and seen as a crucial time for establishing firm partnerships with parents and finding out about children's individual routines and needs. Feedback from parents is very positive, they comment on the caring environment, an amazing childminder who is

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the early years provision

thoughtful and caring, very open with feedback. Parents feel they are well informed and very happy that their children have opportunities to be involved in a variety of activities. The childminder has started to make links with others involved in the children's care, to ensure everyone works together to foster children's learning and development.

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the early years provision

The childminder effectively and actively promotes equality and diversity. Her excellent knowledge and understanding means that she provides an inclusive service for all children and their families. The childminder is highly effective in ensuring that all children are well integrated. Detailed and comprehensive information is gathered when children first start through questionnaires and discussion with parents. This is used to respond to individual needs, for example, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the childminder has resourced a 'first words' book in a child's first language to support the child and enable the childminder to be able to recognise any words the child uses in her home. The childminder is also booked to attend equality and diversity training to further develop her knowledge and enhance her already high quality practice.

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the early years provision

The childminder makes excellent use of ongoing reflection that leads to in-depth self-evaluation. She is well aware of her strengths, as well as, areas for development and fully considers parents input, by sending out questionnaires and responding to the findings. The childminder has made effective links with the local network coordinator who has visited to carry out a quality review and identified areas for improvement, which the childminder has already begun to address. Since the last inspection, the childminder has successfully addressed the previous recommendations. She has developed a more pro-active approach towards inclusion of children with learning difficulties and/or disabilities. Policies have been added and updated and training booked to develop the childminder's knowledge. In response to a second recommendation, detailed risk assessments are now in place and children are extremely well supervised by the childminder. This

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the early years provision

contributes to children feeling safe and secure. The childminder demonstrates an excellent capacity for continued improvement in the future.

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and outcomes for children

Children thrive in a stimulating and welcoming environment that is fully inclusive and reflects the children's individual backgrounds. The childminder has expert knowledge of the Early Years Foundation Stage and of how young children learn and progress. Consequently, she plans a rich and varied programme of activities and experiences tailored to their individual needs, interests and stages of development. Methods for observing and assessing children are highly effective in supporting children's learning and development and evidence shows that children's progress is excellent in relation to their starting points. Gathering further information from parents about children's development will enhance the already valuable input they make. Observation folders and photo books capture children at play and bring to life the activities and experiences that children participate in. They also accurately reflect children's achievements and are used effectively to

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and outcomes for children

plan the next steps in learning and ensure children continue to be challenged and supported.

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and outcomes for children

Children thoroughly enjoy learning through play. They are busy and engaged and show high levels of concentration, such as, when they are reading stories or playing imaginatively, using the tea set and offering drinks to others. Children build secure and trusting relationships with the childminder who is on hand to support and encourage them. This is demonstrated well when children tell the childminder they love her. Interaction with the children is of high quality and extremely positive. The childminder has a calm, patient and enthusiastic manner and in turn, the children are confident in their environment and in their approach to her. The organisation of space and resources is highly effective and promotes children's progression towards the early learning goals. An abundance of play materials that This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are easily accessible encourages children to make independent choices and posters

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and outcomes for children

of letters, colours and shapes further supports children's learning.

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and outcomes for children

Children's communication language and literacy development is promoted exceptionally well. Conversation is free-flowing and the childminder models clear language to encourage this. Children have access to a wide range of books which they enjoy or they visit the local library to choose additional books and to join in with story time. This helps to foster children's enjoyment of books and their understanding that print carries meaning. As they listen to a story before lunch the childminder asks the children to help her turn the pages of the book so they learn how books 'work'. Children's language is further developed through singing. They show delight as they sing 'Row, row, row the boat' and as the childminder begins 'Twinkle Twinkle', children pick it up and carry on the rhyme. Children are listened to effectively and asked open ended questions to challenge their thinking. Early literacy skills are fostered through mark making and as they get older they are

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and outcomes for children

supported to recognise letters in their name. Children's numeracy skills are promoted through daily routines, singing rhymes and play, for example, young children count toy ice creams from one to seven. Mathematical language is introduced, for example, as children count three bears they observe they are tiny, small and large.

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and outcomes for children

Children develop excellent skills for the future as they learn about the wider world through exploring other cultures and the wider community. They learn about Chinese New Year, practise creative skills making Chinese lanterns and discover new food tastes, such as, rice and noodles. Through these experiences children also learn to manipulate different eating tools, such as, chopsticks. Their knowledge and understanding of the world is enhanced as they are encouraged to become active, inquisitive and independent learners. They help set up activities, participate in gardening, pick tomatoes for lunch and have opportunities to investigate information communication technology through electronic toys, using telephones, torches and pushing the buttons on pedestrian crossings. Creative skills are fostered and children relish opportunities to paint, as they dip cutters into paint to make a valentines picture.

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and outcomes for children

Children's safety is paramount. They learn the sensible house rules which keep them safe, for example, when out in the garden they know it is one child on the slide at a time. Appropriate safety measures are in place and the childminder talks to the children about keeping safe through discussion about road safety and practising what they would do in the event of a fire. Children gain an excellent understanding of how to lead a healthy lifestyle. They learn the importance of adopting good hygiene practices from an early age. Children use individual towels, dispose of tissues and wash hands regularly. Through excellent practice and discussion, children learn the benefits of healthy eating. They have easy access to drinks throughout the day and enjoy a range of interesting and nutritional meals and snacks, which they are encouraged to be involved in preparing. Children are active and learn about the benefits of physical activity. They gain confidence on a

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and outcomes for children

variety of challenging play equipment, such as, a low trampoline and enjoy daily trips outdoors to local parks, to feed the ducks or walks through the woods. As a result, children benefit from regular fresh air and exercise. This also helps them develop a sense of the wider community. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder is highly skilled and sensitive in her management of children and their behaviour. Consequently, young children behave very well, interacting and learning to respect, cooperate and share resources. Time is spent listening to each other and the childminder ensures all children have the opportunity for quality time with her so they all feel valued as individuals. Sensible house rules and boundaries are clear, for example, even very young children know to take their shoes off when they come indoors. Good manners are promoted and everyone sits together to eat,

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and outcomes for children

making it a sociable experience too. The childminder is an excellent role model so children are happy, settled and polite and develop high levels of self-esteem through her warm praise and encouragement. 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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