Childminder in Central Bedfordshire

Inspection report for early years provision

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Unique reference number EY425715 Inspection date 08/11/2011 Inspector Kelly Eyre

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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 registered in 2011. She lives with one child aged seven in Upper Sundon, near Luton, Bedfordshire. The whole of the ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outdoor play. The family has one dog, and fish in a raised pond in the rear garden. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder provides care on each weekday during term time and school holidays. She is registered on the Early Years Register to care for a maximum of three children in the early years age range and is currently minding two children in this age group, both of whom attend on a part-time basis. She also offers care to children aged over five years and this provision is registered on the voluntary and compulsory parts of the Childcare Register. There are currently three children on roll in this age group.

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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

The childminder demonstrates a genuine enthusiasm and a commitment to the continuous improvement of her practice, utilising thorough self-evaluation procedures to support this. She can therefore build a clear picture of her strengths and weaknesses and prioritise improvements. This supports her in providing a childminding service which is responsive to the needs of children and their families. The childminder's good partnerships with parents facilitate the exchange of information, meaning that she can gain a thorough understanding of each child's needs. She uses this information to help ensure that children's needs are consistently met and they are offered appropriate support so that they are meaningfully included.

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further?

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

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further?

 develop further the assessment and planning procedures in order to plan the next steps in a child's developmental progress and regularly review this approach  provide further opportunities for children to increase their awareness of their own cultures and beliefs and those of other people.

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the early years provision

The childminder demonstrates a thorough understanding of issues relating to safeguarding children, enabling her to promote children's welfare at all times. Clear This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 written procedures and additional information further support this, ensuring that she can identify children at risk and take necessary action. Children's safety is well considered through thorough risk assessments and monthly and daily safety checks. Specific activities and ongoing explanations help children gain a good knowledge of safety issues. For example, they learn about road safety and this is gently reinforced through child-friendly posters and relevant books.

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the early years provision

A good understanding of the importance of promoting anti-discriminatory practice means that the childminder has ensured that her daily procedures reflect children's needs and are inclusive to all. Children are respected as individuals and the childminder takes their needs into account when planning activities and routines. The childminder shows care and concern for all, in turn encouraging children to respect and care for each other. She builds good relationships with parents, keeping them well informed of their child's progress through daily discussions and the use of communication books. Continuity of care is promoted as the childminder has good relationships with other professionals. For example, she ensures that she is aware of what children are doing at school so that she can provide complementary activities.

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the early years provision

The childminder continuously reviews her work, developing action plans and making relevant changes that improve the outcomes for children. For example, recent changes include improved assessments of children, enabling the childminder to plan activities that are relevant to their current needs. Children are offered a variety of activities that support their learning because the childminder makes good use of resources. For example, she uses facilities such as a toddler group, a baby gym and local parks, in order to offer children further opportunities.

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and outcomes for children

Children make good progress in their learning and development because the childminder has a thorough understanding of the Early Years Foundation Stage. She assesses children as they play, building a clear picture of their developmental needs in order to plan activities to support their individual development. However, this is not fully promoted because the assessment and planning procedures do not clearly show how children's next steps are consistently fed into the overall activity planning. The childminder carefully considers children's safety and their behaviour demonstrates that they feel secure. For example, they move confidently around the home, making independent choices about their toys and activities. They are therefore supported in taking an active role in their learning and are developing positive attitudes to this.

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and outcomes for children

The childminder encourages children to explore the resources and develop their own play, joining in appropriately to support and extend this. For example, young children have time to explore a construction set before the childminder encourages them to name the shapes and colours of the individual pieces and to count these as they build. Children's learning is further extended as the childminder makes the most of opportunities to gently reinforce what they have learned. For example, following on from counting the construction pieces, children choose to play with a This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 doll's buggy and the childminder encourages them to count to three before pushing this to each other.

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and outcomes for children

The childminder's good forward planning means that children are offered additional activities throughout the week and during the school holidays. For example, they interact with others, try new activities and learn about their environment when they attend toddler group and baby gym and visit a country park and nearby zoo. Children's awareness of the relevance of healthy lifestyles and practices is promoted. For example, their understanding of a healthy diet is reinforced as they discuss eating five fruit and vegetables a day and why it is important to eat sweeter foods in moderation.

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and outcomes for children

The provision of a range of resources ensures that children are offered well- balanced opportunities in all areas of learning. For example, they gain skills for the future and learn about the uses of information and communication technology as they use equipment, such as calculators, cash registers, age-appropriate keypads and a laptop computer. Children's play and learning are enhanced as the childminder makes some resources. For example, children explore the texture and scent of warm play dough, made with added essence. The careful planning of resources means that children's play is purposeful and they are encouraged to explore. For example, young children become engrossed as they open a toy suitcase and explore the hidden contents, going on to incorporate these into their role play scenarios.

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and outcomes for children

Children's emotional development is promoted and they gain skills for the future as they build appropriate relationships with the childminder and their peers. The childminder encourages children to share and take turns, thereby developing their understanding of appropriate behaviour. This is further gently reinforced as the childminder ensures that children are aware of the 'house rules'. Children's understanding of diversity is developing as they access relevant resources, such as books and some role play items. However, their wider awareness of their own cultures and beliefs and those of other people is not extended and fully promoted. The childminder's good procedures for working with parents mean that she is able to offer appropriate support to children who have special educational needs and/or disabilities and those who speak English as an additional language. 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 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 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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