Childminder in Bedford

Inspection report for early years provision

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Unique reference number EY414231 Inspection date 12/07/2011 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 2010. She lives with her husband and one child aged two years in Kempston, Bedford. The whole of the ground floor of the home is used for childminding. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is able to provide care on each weekday and at weekends 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 five children under eight years at any one time, two of whom may be in the early years age range. There are currently three children attending part-time hours, all of whom are within the early years age range.

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Description of the childminding

The childminder is able to take and collect children from local schools and preschools. The childminder is able to support children who speak English as an additional language.

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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 good understanding of their needs and interests. She creates an effective working relationship with parents and is beginning to develop methods to work in partnership with other settings. These steps ensure that children's needs are met and that activities offered support good progress overall in their learning. The childminder takes steps to promote children's health and welfare through established daily routines, minimising risks and a very good safeguarding awareness. She shows drive and commitment providing a good basis for continued improvement whilst the process for self-evaluation is established and continuing to develop.

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further?

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

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further?

 develop the assessment procedures that are in place to build on the initial starting point for children and to monitor children's progress more regularly  develop links with all other settings providing for children in the Early Years Foundation Stage to ensure continuity and coherence to support outcomes for children. 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 well promoted because the childminder has a good knowledge of the Early Years Foundation Stage. She has a firm understanding of her responsibilities relating to safeguarding, implementing robust procedures which fully protect children. She has attended specific training that underpins her knowledge and means she can act appropriately should the need arise. The childminder ensures that all persons required undertake the appropriate checks to safeguard children. A full risk assessment for the home is undertaken, supported by a daily checklist. Risk assessments for all outings are completed and fully support children's safety when away from the registered premises. In addition to these, the childminder completes risk assessments for specific activities, such as gardening and cooking. Children explore with close supervision. They learn about road safety, safety in the home and take part in regular fire evacuation drills to

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the early years provision

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. For example, the childminder monitors the different rates of development making sure to offer activities that are suitable for each child's stage, such as inset puzzles versus 20-piece puzzles. Children begin to explore the local community and the wider society in which they live. Younger children use play materials, role play, books and dressing-up to explore new cultures. They are supported to share languages, for example, Polish and English, using dual language books and in conversation with the childminder. The relationship with parents is well-developed, offering extremely flexible hours of care and enabling them to share information each day verbally. The childminder

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the early years provision

shares development with parents, using the observations made, and she supplies copies of all photographs taken, using email and CD-ROM format. Parents comment in questionnaires that methods of communication are good and that the childminder meets all individual needs. One comment states that 'I know my child enjoys the time with the childminder and the other children'. The childminder has a positive attitude towards working with other settings that provide care for children in the early year's stage, but has not yet fully developed this. She is considering methods that will develop the communication links with other settings to promote partnerships. Consequently, a consistency in the approach towards learning for children is not yet fully assured. The childminder is not caring for any children who have special educational needs and/or disabilities. However, she has a firm understanding of the value of working with other professionals when the need

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the early years provision

arises to ensure that she is meetings children's particular needs.

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the early years provision

The childminder shows an awareness of development and seeks feedback from parents to ensure that her care is having a positive impact on outcomes for children. She has completed recent training, including a level 3 Diploma in home- based childcare course, Safeguarding and the Common Assessment Framework. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Recent improvements have included the installation of open shelving for equipment storage, resulting in free choice for children, and consulting with parents about changes to meals provided by the childminder. This helps to demonstrate a clear commitment to continuous development. Self-evaluation processes are well established and continue to develop. Children make good progress in their learning because the childminder makes good use of resources. The environment is inviting and stimulating with children of all ages accessing

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the early years provision

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 and shares this with parents in observation journals. Plans for next steps and links to the areas of learning are made. The childminder summarises the development in line with the Early Years Foundation Stage periodically. However, personalised learning is not built from initial assessment and development is not yet seen to be tracked regularly for all children to ensure that children meet the milestones within each area of learning. 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. Young children use role play to explore what they see

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and outcomes for children

around them. They mix and stir, and bring cups to the childminder to drink as cups of tea. The childminder is skilled at extending their play, adding play foods and speaking with the children about the fruits and vegetables. This adds interest, extends young children's concentration and they begin to use language to communicate. Children learn how to estimate size and shape during block building and construction. They use malleable dough to use tools and explore media and materials. Children show an interest in printed word and stories when they share books and investigate newspapers. They investigate the differences between cultures and linguistic diversity. For example, Polish and English are spoken in the household. Children compare the Halloween festival in England with that which takes place in Poland on the first day of November when deceased relatives are remembered. They also learn about differences that take place at popular

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and outcomes for children

celebrations, such as Pancake day in England compared with the doughnuts enjoyed at the same time of year in Poland.

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and outcomes for children

Children explore technology, using mechanical toys, children's computers and electronic keyboards. The childminder introduces them to everyday technology during activities, such as cooking, when they help her with the electric mixer. Children show a sense of contentment and safety in the home, seeking close and affectionate attention from the childminder. Children have ample opportunities to explore the local community and enhance their good health. They use local groups at the children's centre and visit the library or the river to feed the ducks, learning about their local community. They are enabled to develop an awareness of personal safety as they follow safe road crossing procedures. This is enhanced by the 'road safety week' activities explored at a group that they attend. Children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 thoroughly enjoy outdoor play. They use the garden as well as local parks every

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and outcomes for children

day in all weathers. They learn to share materials as they take turns on the sit- and-ride items in the garden. Children learn about food for growth and plant some foods, such as parsley and tomatoes, in their own pots. They care for the growing foods and observe the growth together. Children complete activities that promote an awareness of eating 'five-a-day', using charts and stickers. They compile shopping lists for their own salad. They then follow this through by shopping for the ingredients and preparing the food to eat. Hygiene routines are robust and children learn to follow hand washing routines and meet their own physical needs. The childminder introduces children to sustainability, teaching them to conserve water when washing their hands, discard refuse into bins and conserve energy by not turning lights on when it is daylight. Children are clearly helped to develop the habits and attitudes that will help them to develop skills for the future.

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and outcomes for children

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 3 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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