Childminder in Central Bedfordshire

Inspection report for early years provision

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Unique reference number EY426427 Inspection date 16/05/2012 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 is working towards an appropriate childcare qualification. She lives with her husband and three children aged 10, eight and two years in Potton, near Sandy, Bedfordshire. She is able to walk to the local school to take and collect children. The whole of the childminder's house is used for childminding. The rear garden is available for outdoor play and the family has a cat, a leopard gecko, a hamster, eight chickens, stick insects, one rabbit and a tank of fish.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of five children under eight years, of whom two may be in the early years age range. She works together with another childminder at this address and is registered for overnight care. 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 outstanding.

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The overall effectiveness of the early years provision

The childminder benefits from the expertise of the local childminding group and has quickly established an exceptionally high quality of care and education for children in this friendly, welcoming and homely setting. The domestic environment is very well organised and the childminder truly recognises children's uniqueness and individuality, promoting children's rapid progress towards the early learning goals. The childminder successfully meets the differing needs of children and ensures that they are able to participate in all activities in a fully inclusive way. Through her commitment, dedication and rigorous reflective practice, she demonstrates an outstanding ability to identify areas for development, 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 further, the outdoor learning environment for children.

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the early years provision

The childminder is passionate about stimulating children's interest in the world around them and makes excellent use of her skills gained from her life experience to offer an excellent standard of care and education to the children. Children clearly feel secure and settled within this extremely well-organised environment, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 supported by detailed documentation. The childminder demonstrates a robust understanding of the procedures regarding the safeguarding of children and a very high level of commitment to promoting children's safety. The childminder and her husband have been checked by the Criminal Records Bureau and deemed suitable to be in regular contact with children. There is a very clear complaints procedure and extensive risk assessment which is carefully recorded, consistently monitored and regularly reviewed. Domestic safety measures are in place and fire evacuation

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the early years provision

plans are practised regularly with the children. Consequently, dangers are substantially minimised and children's safety is fully secured.

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the early years provision

The childminder demonstrates a deep commitment towards her work and is highly motivated to make changes that drive improvement and improve the outcomes for children. For example, her self-evaluation identifies her many strengths and several possible areas for further development and she is studying towards a relevant childcare qualification. Targets are constantly re-assessed for suitability and adjusted if necessary. The childminder and her husband make regular visits to the local childminding group, where they learn from the good practice of others and take full advantage of the skills of other childminders with Early Years Professional Status.

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the early years provision

Children are looked after by the childminder in an extremely safe, secure environment where they have room to develop their independence and knowledge in all six areas of learning through excellent planned experiences and purposeful play. A very strong commitment is shown to inclusion through daily practice and the high priority given to partnership work. Through her strong links with staff at the local school she has gained access to the school learning platform. This enables her to provide individualised support for children for example, children with speech and language difficulties are supported by sharing the language activities and games that the children undertake in school. The childminder has established outstanding partnerships with parents and carers. Robust documentation, policies and procedures ensure a positive start to the contract and the childminder keeps parents and carers well informed of their children's welfare

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the early years provision

and learning progress through daily diaries and regular discussions. Parents write complimentary reviews, stating that 'It's brilliant! My children love coming here and get excited about it every week. They have come on in leaps and bounds since starting with you'.

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and outcomes for children

The childminder believes that the first five years of children's lives are the most important and really enjoys spending time with them. Regular observations, closely linked to the 'Development matters objectives' ensure the childminder has an excellent knowledge of the needs of the children and she uses this information effectively to develop her topic-led planning. Highly competent planning systems set out interesting activities under the six areas of learning with an appropriate focus given to developing children's social skills, literacy and numeracy. The childminder meets all individual needs to a very high standard. This provides children with a genuine sense of security. Children feel very safe in this setting This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 because of the nurturing atmosphere of trust between the children and childminder. They are confident with the visiting inspector, carrying on with their

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and outcomes for children

play and showing a great interest in what they do.

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and outcomes for children

Children paint pictures copied from a favourite book of animals from around the word. They name the animals and talk about tigers being 'stripy', leopards being 'spotty' and crocodiles going 'snap'. The childminder's husband reaches out for his guitar and the children sing 'Five little monkeys sitting in a tree, teasing Mr Crocodile - you can't catch me'. The childminder encourages them to calculate one less with each verse of the song as the crocodile snaps up the monkeys. Children make choices and decisions about which animals are included in 'Old MacDonald had a farm' and their requests to sing 'Five little monkeys jumping on the bed' are granted with enthusiasm'. Children enjoy their favourite action rhyme 'Walter wagtail', before they are encouraged to lie down and rest for a short time.

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and outcomes for children

The learning environment ensures that children's learning is supported very well in numerous ways. For example, a large blackboard on the fence in the garden provides the context for children to draw pictures, play noughts and crosses and practise their mark making and early writing skills. Nevertheless, the childminder agrees that there is potential to enhance the outdoor learning environment further. The childminder tries to link in with the current pre-school /school theme to support continuity and to ensure that children have something relevant to take to 'show and tell' sessions. For example, for 'Around the World' children look at the atlas and make their own interpretation of 'the world' on a paper plate with paint. They paint a 'y' for yellow picture to link in with the 'sound of the week'. The childminder's planning takes account of a wide range of festivals and special events. Children's folders show them making cut-out kangaroos for Australia Day

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and outcomes for children

and putting a joey into the mother's pouch.

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and outcomes for children

The childminder has high expectations of the children and challenges them with stimulating activities to promote their rapid progress. For example, in their egg project, children incubate eggs from the hens kept in the garden. They use a torch to shine light on the eggs and observe the air sac providing oxygen to the growing chick and the veins carrying food from the yolk to the chick. Photographs show the children handling the chicks once they have hatched. Art and craft projects include creating mini-beasts and making ladybirds and butterflies.

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and outcomes for children

Children develop their personal, social and emotional skills. They attend various local groups with their childminder, mixing with other children. Children make invitations to invite one another to their Jubilee Tea, where they will serve home- made cupcakes and raisin bread to welcome the new children to the setting and mark the birthdays of two of the children. Children behave very well in response to the clear expectations of the childminder. They make positive relationships with one another. For example, observational notes record children taking steps to resolve conflict with other children through self-negotiated compromise. Instead of fighting over who's turn it is to push a dolls buggy, they decide to share. Children learn about information technology as they play games on an appropriate website and they play their own version of 'Angry birds' having made their game from a cereal box, jenga blocks and birds made from pom-poms and feathers.

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder encourages the children to develop skills for the future through being independent in as many aspects of their lives as possible. For example, dressing, feeding, exploration in play and interacting with others. Children are encouraged to develop healthy practices which include washing hands before eating or after handling pets, using individual towels so to prevent the spread of infection. The childminder talks to children about the importance of looking after teeth and the need for a healthy diet and exercise. The household is committed to sustainability. Minded children are actively encouraged to recycle food waste and domestic packaging and have just started a project on growing salad and tomatoes. 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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