Childminder in Central Bedfordshire

Inspection report for early years provision

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Unique reference number EY225748 Inspection date 17/05/2011 Inspector Lynne Talbot

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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 August 2007. She lives with her husband and two children aged 17 and 13 years old in Linslade, Bedfordshire. The whole of the ground floor of the home is used for childminding. There is a fully enclosed garden for outside play. The family has two dogs and two turtles.

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Description of the childminding

The childminder is able to provide care on each weekday during term-time and school holidays. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently three children attending part-time hours, all are within the early years age range. The childminder is able to take and collect children from local schools and pre-schools.

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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's individuality is recognised by the childminder who has a very good understanding of their needs and interests. Partnerships with both parents and carers and other settings, are well established and make a strong contribution to children's achievement and well-being. These steps ensure that children's needs are met and that activities offered support good progress overall in their learning. The childminder takes robust steps to promote children's health and welfare through established daily routines, minimising risks and a very good safeguarding awareness. The childminder has a positive attitude towards continued development and through self-evaluation she is successful in making and sustaining improvements to ensure there are continued good outcomes for children.

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further?

To further improve the early years provision the registered person should:

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further?

 ensure that there is a balance of adult-led and freely-chosen or child-initiated activities delivered through indoor and outdoor play; this refers to ensuring that information is obtained to enable children's starting points to be fully understood and showing how ongoing parental input helps to feed the personalised learning programme  promote positive attitudes to diversity through activities that encourage children to learn to value aspects of their own and other peoples lives; this refers to extending opportunities and planned activities to help children explore linguistic diversity, culture and ethnicity and the needs of others. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's welfare is very well promoted because the childminder has a good knowledge of the Early Years Foundation Stage. She has a firm understanding of her roles and responsibilities relating to safeguarding implementing clear procedures which fully protect children. She has attended specific training that underpins her knowledge and means she can act appropriately should the need arise. This includes a course focussed on the Local Safeguard Children Board procedures and the Common Assessment Framework. The childminder ensures that all persons required undertake the appropriate checks to safeguard children. A full risk assessment for the home and outings are undertaken and recorded, supported by daily checks recorded on aide memoir lists. The childminder carries information and contact details for all the children to assist the emergency services should anything happen to her when children are with her away from her

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the early years provision

premises. Children explore with close supervision and take part in daily safety awareness routines. They learn about road safety, safety in the home and take part in regular fire evacuation drills to broaden their personal safety awareness. Procedures for illness and medical assistance are well planned with back-up support organised to ensure children's safety.

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the early years provision

The childminder offers an inclusive service to children in her care and ensures that she works with parents to understand each child as an individual. She is aware of each child's learning style and uses this when organising their day thereby ensuring that every child achieves. Examples of this are seen in the activities provided, the choices offered and the identified next steps that feed the planning. Children explore the local community and the wider society in which they live. Cultural celebrations are explored, such as, Chinese New Year, Diwali and St David's Day. The childminder encourages children to share linguistic diversity and each others home lives. For example, they play a game she has developed using cards, numbers and the Welsh language and they explore flags and some key words in Italian. A good range of play equipment that reflects society is used effectively. However, the childminder continues to develop opportunities to support

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the early years provision

children's appreciation of culture and ethnicity and the exploration of non-verbal communication or Braille. The relationship with parents is good and is enhanced by the written and verbal exchanges each day as well as the questionnaires used periodically. Daily diaries do have a section for parental feedback but at present this is limited to welfare issues and there is no system to demonstrate that parents are fully involved in the planned and personalised learning for their children. Notices, certificates and information regarding the Early Years Foundation Stage are abundant and displayed promoting a positive relationship. Compliments and complaints books are available for use. Parents comment that they are 'very fortunate to have been recommended [to the] childminder for my children' and that there is a ' very friendly environment' where they feel the childminder is like 'extended family'. Positive comments that indicate the esteem in which they hold

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the early years provision

the childminder. The childminder has a positive attitude towards working with others providing care in the early years age range. She introduces herself, in writing, to other settings and builds plans for children around the other settings aims to ensure consistency and coherence in the approach towards learning for This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children.

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the early years provision

The childminder demonstrates enthusiasm for her work and is highly motivated to continue making changes that improve outcomes for children. She continues to complete training to enhance the care given. For instance, she has completed Nutrition and Oral health and another course focussing on promoting good health. She has also completed Fire and Safety and several courses centred on the Early Years Foundation Stage. Reflective practice enhances the outcomes for children and continues to develop. Children make very good progress in their learning because the childminder makes good use of resources and adapts well to spontaneous learning situations. The environment is vibrant and stimulating, both indoors and outside, with children self-initiating learning, accessing materials and making considered choices regarding activities.

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and outcomes for children

Children are very content and enjoy their time spent with the childminder. They make good progress overall because the childminder follows children's interests and supports their needs well. She observes children as they play, sharing this with parents in extensive development journals and providing a means for them to record written comment within daily diaries. Each observation links to the areas of learning and includes next steps to be pursued and planned for. Planned activities are varied and interesting. However, whilst observation and assessment is clear the planned learning does not build from a starting point into which parents have had input or their continued input. This means that potential learning opportunities may fail to be maximised to progress children towards the early learning goals. Children are actively involved in their learning. They play confidently, seeking and choosing from accessible materials. For example, they initiate role play and show

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and outcomes for children

very good imagination as they direct the childminder in a shopping activity. They use shopping lists that they have written to choose items to buy.

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and outcomes for children

The childminder has fully embraced the emphasis on outdoor play as advocated within the Early Years Foundation Stage and children choose when they wish to play in the large, well-equipped garden throughout the year. They blow and chase bubbles discussing the rainbow colours, spotting the biggest and smallest ones, talking about how high they will fly and counting how many they create at once. Children confidently use mathematical terms and compare both size and weight when carrying the bubble containers. The childminder is skilled at introducing spontaneous learning, such as, when she chooses numbers on the hopscotch board for children to stand on as they get ready to chase the bubbles. They then turn this around and identify the numbers they wish to stand on themselves. Children explore sand and water play and use terms such as full and empty, and more or less, clearly demonstrating a grasp of capacity. Children enjoy other

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and outcomes for children

physical activities, such as musical movement songs as they demonstrate stretching, bending, identifying left, right, in front and behind as they listen and carry out the actions. Afterwards they independently seek drinks knowing that they are thirsty showing an awareness of their own body and needs. Young children say 'please' and 'thank you' without being prompted showing a very developed sense This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of social awareness. The daily routines and the support provided by the childminder all encourage children's self-esteem and sense of achievement. Children have ample opportunities to participate at social groups in the local community and visit local attractions, such as, farms and parks.

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and outcomes for children

Children make deliberate choices about group activities. For example, they choose to have a snack platter of fruit in the tent in the garden, sharing and being companionable. They eagerly take part in games, such as, dominoes with pictures of people in the community and a game about peoples work roles and the tools that they use. They show excellent concentration, encourage each other and show an advanced level of turn taking at a young age. Children enjoy healthy snacks and meals each day provided by their parents. Hygiene routines are robust and help children to understand personal hygiene and its link to their well-being. Children are encouraged to understand socially acceptable behaviours with explanations and by observing a good example from the childminder. They have developed warm and trusting relationships with the childminder and so feel safe in the setting. Children love to receive stickers showing that they have participated in

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and outcomes for children

activities and proudly display them on their clothes. Children are clearly helped to develop the habits and attitudes that will help them to develop skills for the future and to make very good progress overall in their development. 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 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 1 The extent to which children adopt healthy lifestyles 1 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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