Childminder in Luton

Inspection report for early years provision

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Unique reference number EY265843 Inspection date 13/05/2011 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 2003 and holds relevant childcare qualifications. She lives with her husband and two children aged nine years and seven years, in a house in Luton, Bedfordshire. The whole of the ground floor and two bedrooms and the bathroom on the first floor are used for childminding. There is a fully enclosed garden for outside play and the family has a pet cat. The childminder is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She 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 four children in the early years age group. The childminder is a member of the National Childminding Association and the National Day Nurseries Association. She is a Network Childminder and part of the Disabled Catchment Network.

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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 spirit of the Early Years Foundation Stage. She continuously applies expertise gained from her experience and extensive training to her daily practice and this enables her to offer an inclusive provision that allows children to develop at their own pace. Children clearly thrive and make rapid progress in this highly inclusive, home-from-home environment that truly recognises their uniqueness and individuality. As a result of her continuing childcare studies, the childminder has become an efficient, reflective practitioner. 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?

 enhancing the use of self-evaluation as the basis of ongoing internal review.

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the early years provision

This childminder is exceptionally motivated and enjoys being flexible and free to make the most of every opportunity for learning, which she proudly refers to as her 'teachable moments'. For example, if a child arrives talking animatedly about animals, she will arrange an impromptu trip to the zoo. Consequently, children enjoy an exceptionally high quality of care and education in this welcoming family home setting, supported by extremely well-researched, organised and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 individualised policies, procedures and records. 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. This is robustly secured by the childminder's attendance at training courses. She ensures that she obtains appropriate vetting checks for all relevant members of the

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the early years provision

household. 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. They understand fire hazards and take part in regular emergency evacuation drills and practice road safety when outside the home. 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 that this is delivered through planned and purposeful play. 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. Children and parents produce an 'All about me' document which provides the childminder with valuable information to establish each child's starting point. This also helps her to settle children in and meet their needs. Activities are adapted to meet the needs of all children and a sensitive approach ensures children can play without fear of discrimination. Children learn to feel good about themselves and show respect for

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the early years provision

others. The childminder has a wealth of experience of working with children with special educational needs and disabilities and uses this knowledge to underpin her practice.

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the early years provision

The childminder ensures that she keeps up-to-date with relevant training requirements by liaising with the local authority and professional organisations. She is an active member of the local childminder's support group and helps support new childminders to raise the level of care in the community. The childminder regularly attends regular training courses to promote ongoing development and support further improvement in her practice. She recognises that her self-evaluation form can be enhanced further as a working document to secure her outstanding capacity to improve. Partnership working is well-established. The childminder meets with school and pre-school staff to ensure smooth transition planning. She works in partnership with parents to support children's particular needs. The childminder has outstanding partnerships with parents and carers. Robust documentation, policies and procedures ensure a positive start to the

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the early years provision

contract and the childminder keeps parents and carers well-informed of their children's progress through daily diaries and regular discussions. Written feedback from parents shows they appreciate the care provided and that their views are valued and respected. Older children are asked for their input on what they like or dislike about the childminding setting and younger children are encouraged to express their views using a smiley face questionnaire to evaluate some activities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children and parents are placed at the very centre of this childminding home where children have fun and 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. For example, as babies begin to empty the treasure basket of everyday, safe items, she draws older children into the activity. She asks what the shaving brush feels like and suggest that the children compare two brushes. She asks them which brush they prefer and invites them to express the reasons for their choice. The childminder includes learning about numbers and shapes in her commentary. As the children examine an orange and a lemon, she encourages them to smell the fruit and begins to sing the well-known nursery rhymes. The discussion moves

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and outcomes for children

onto the topic of the family cat, who now has one less leg due to an accident and the children comment that this cat has three legs and that most cats have four.

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and outcomes for children

The childminder involves the children in everyday tasks and routines, fully exploiting her 'teachable moments'. For example, she allows them to operate the buttons on the washing machine to make it work and encourages them to help her peg the washing out. Children make marks on paper as they 'write' their own shopping lists and help to find the items in store. Extensive resources are well- organised in the conservatory and the living room, accessible and support children in making independent choices about their play. The childminder makes very good use of community facilities and children visit outdoor parks, indoor playgrounds and organised play dates with childminding friends. Children gain lots of physical exercise and enjoyment outdoors in all weathers, and they have opportunities to grow vegetables in the garden allotment plot. Robust policies are implemented consistently to help to keep children safe. Children learn about crossing the road

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and outcomes for children

safely through talking about crossings and cars when they are out and about with their childminder. Children are encouraged to make a positive contribution through praise and rewards. Older children help to devise the 'house rules' and readily respond to the consistent boundaries in place, demonstrating exemplary standards of behaviour.

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and outcomes for children

Children are developing effective skills for the future and prepare for transition to school. They accompany their childminder to morning assemblies and other events at the local school, becoming familiar with the school community. 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 have daily access to the information and communication equipment, including toy computers, laptops, safe internet access and a camera. Children are actively encouraged to help choose menus. Children help to choose items in the supermarket and put them in the trolley and cross them off the shopping list. Children learn sharing and turn- taking at local toddler groups which arrange crafts such as cooking, messy play and painting. Children are given opportunities for problem solving through planned

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 activities and making very good use of unplanned opportunities that arise throughout the daily routine. 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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