Childminder in Central BedfordshireOfsted inspection, 20 Feb 2012

Inspection report for early years provision

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Unique reference number EY433230 Inspection date 20/02/2012 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 2011 and holds an established, relevant childcare qualification. She lives with her husband and two children aged three years and one year old in a house in Lidlington, Bedfordshire. She is able to walk to local schools to take and collect children. The whole house is used for childminding and there is a safely enclosed garden for outdoor play. The childminder is registered on the Early Years Register to care for a maximum of one child in this age range. She is also registered on the compulsory part of Childcare Register and is able to care for a maximum of four children in this age range. The childminder is currently caring for three children in the early years age range on a part-time basis. The childminder is a member of the National Childminding Association.

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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

Young children are clearly very much 'at home' in the warm and responsive care of this newly-established childminder. She quickly builds positive relationships with the children in her care and this enables her to meet their welfare, learning, developmental and individual needs with good levels of success. The childminder works closely with parents to secure continuity of care and makes effective use of the Early Years Foundation Stage Framework and guidance to inform her inclusive childcare practice. The childminder shows good capacity for continuous improvement through effective systems of self-evaluation and reflective practice.

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further?

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

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further?

 develop planning, assessment and learning priorities to fully secure children's good progress towards the early learning goals, for example, through the use of the criteria in the Practice Guidance for the Early Years Foundation Stage.

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the early years provision

This childminder is very well organised and well prepared, having used relevant websites to research the components of good quality care, learning and development. She safeguards children effectively and promotes all aspects of their welfare to a good standard. The childminder clearly understands her responsibility to protect children from harm and vetting information is readily available to share with parents. Comprehensive risk assessment is in place and effective action is taken to manage or eliminate risks for children. She ensures that her home is kept secure. She checks the identity of all visitors, recording their presence in a visitor record book. She ensures that children develop their understanding of staying safe This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 through practising the fire drill on a regular basis.

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the early years provision

Children are cared for in a comfortable, secure environment. Resources are well- organised in the conservatory playroom, in good condition and selected each day for young children. They are suitable for the ages of children attending and rotated regularly to provide ongoing interest and stimulation. Her good understanding of anti-discrimination enables her to provide a service, which is inclusive for all children and their families. She encourages children to recognise differences, offering them information about other ways of life and encouraging them to respect diversity. The childminder has a clear understanding of the importance of working closely with parents and with professionals to provide a good level of support for children with special educational needs and/or disabilities when needed.

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the early years provision

The childminder has a secure understanding of the importance of partnership working to support children's continuity of care and transitions. Relationships with parents and carers are good and the childminder shares useful information with them, both verbal and written. She posts photographs of the children engaged in activities on her 'routine board' to demonstrate how the children have spent their time. The childminder has begun to reflect upon her practice, willingly implementing any improvements, which she feels will improve the outcomes for children. She is using self-evaluation as an effective tool to support her organisation of all areas of the Early Years Foundation Stage. She lists her priorities for improvement in the coming year and includes the building of knowledge, the use of skills gained to improve her practice and the development of her play resources. She takes personal responsibility for updating her

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the early years provision

knowledge, using the internet to support her research and to secure her good capacity for continuous improvement.

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and outcomes for children

The childminder uses the Early Years Foundation Stage Framework well, which ensures young children make good progress in their learning, through good quality play activities supported by dedicated interaction. Children are very relaxed in the childminder's care because she clearly develops secure and caring relationships with them and is always aware of their individual needs. For example, children who have just returned from their half term break are very noisy and excitable. They throw and catch textured balls to one another and the childminder decides that they may benefit from expending their energies in the garden. Children proudly show the inspector how they can do up their own zips and put on their shoes. The childminder reminds the children that they must only use the trampoline one at a time, in case they bump their heads and encourages the children to count how many bounces they can do at a time.

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and outcomes for children

The childminder gives them her total attention and support and skilfully balances the needs of children of differing ages. Her highly positive interaction promotes children's developing communication and social relationships. The childminder makes the most of spontaneous opportunities, which arise to promote children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learning. For example, children's questions about the meaning of Christmas, prompted a visit to the library to find books about Christmas. While out in the car, children noticed a man with a white stick. Their questions prompted a series of activities, such as 'I-spy' using colours, reading Braille and the children trying to walk around with their eyes shut.

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and outcomes for children

The childminder uses her observations, assessment and play planning for individual children to guide her planning for daily and weekly activities to ensure that all children's learning and care is tailored to their individual needs and interests. She carefully evaluates each child in her care, considering their individual needs and interests, stage of development and abilities. She then uses this information to help plan challenging and enjoyable experiences across all areas of learning and development, in order to help develop their future skills. For example, children who are very interested in learning to read benefit from the childminder reading lots of stories and developing their reading-readiness skills. Each child has a learning journey in which the childminder keeps examples of their creative work and photographs. She uses a colour-coded sticker system to ensure that she covers the six areas of learning and writes appropriate comments, linking these

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and outcomes for children

observations to the children's play planning. However, the childminding setting is new and the record system is not sufficiently established to fully secure children's progress. The childminder accepts that there is scope to further develop planning, assessment and learning priorities.

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and outcomes for children

Children are always kept safe from harm. They are constantly supervised and all hazards are identified and minimised or inaccessible to minded children. For example, the childminder does not allow any hot drinks, except when the children are sat at the table at snack time because she is very aware of the potential for scalding accidents to occur. Children learn to keep themselves safe through practising road safety and fire drills. For example, they learn to walk ahead of the childminder within safe limits, knowing that they must stop at the roads or where visibility is poor at the designated 'magic post'.

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and outcomes for children

Children's welfare is enhanced because steps are taken by the childminder to promote children's good health and well-being, including infection prevention and good arrangements for dealing with sick children, accidents and medication. Children begin to learn the importance of personal hygiene through good daily routines. For example, children are praised for 'catching their cough'. Children have good opportunities to learn about healthy eating because they eat healthy meals and snacks and parental preferences are met. Children have regular opportunities to play in the fresh air and grow and develop. Management of children's behaviour is good. Children are encouraged to develop the habits and behaviour appropriate to good learners, their own needs and those of others. Children respond to the expectations of the childminder for good behaviour and develop good skills for the future. 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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