Childminder in Bedford

Inspection report for early years provision

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Unique reference number EY422904 Inspection date 03/05/2012 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. She lives with her two children aged 15 years and 11 years in a house in the Norse Road area of Bedford. She is able to walk to local schools to take and collect children. The whole of the downstairs of the 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 three children in the early years age range. She is also registered on the compulsory part of Childcare Register and is able to care for a maximum of six children in the early years age range. The childminder is currently caring for three children in the early years age range on a part-time basis for around 30 hours per week.

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Description of the childminding

She 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

Children clearly feel safe in this newly established, family environment where the childminder nurtures children's care, learning and development in a fully inclusive manner. A key strength is the childminder's commitment towards promoting children's awareness of sustainability issues and conservation of resources. She makes conscientious efforts to drive her own improvement through reflective practice demonstrating her good capacity for improvement. The welfare requirements are fully met. Planning, observation and assessment systems are closely linked to the Early Years Foundation Stage and generally support children's good progress towards the early learning goals. The childminder builds good relationships with parents to underpin children's welfare.

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further?

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

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further?

 develop further the use of observational assessment to clearly demonstrate children's progress towards the early learning goals.

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the early years provision

The childminder is an experienced school governor, teacher and lecturer and is now applying these transferable skills to her new role as a childminder. She is extremely keen to give the children the best possible experience when they are with her. Children are happy and settled and show a clear sense of belonging in this gentle and friendly home setting. Children's welfare is ably safeguarded by the childminder who has a secure knowledge of local safeguarding procedures set out in a written policy. The childminder has undergone suitable vetting checks. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Comprehensive risk assessment is in place and effective action is taken to manage or eliminate risks for children. The childminder provides policies and procedures in electronic form and all required written records are in place to underpin the safe and efficient operation of the business.

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the early years provision

The learning environment positively promotes children's progression towards the early learning goals. For example, the children make independent choices and develop decision-making skills as they select what they want to play with from the wide range of toys, books and resources available to them. The childminder is passionate about sustainability, promotes recycling and is aiming to make her service as near paperless as possible, in line with her eco-policy. She is excited about just having secured an allotment so that she can involve children in growing and planting activities. The childminder's good understanding of anti-discrimination means that she provides a service which is inclusive for all children and their families. The childminder is not caring for any children who have special educational needs and/or disabilities. However, she has a secure understanding of the value of working with other professionals when the need arises to ensure she

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the early years provision

The childminder recognises the value of continuous quality improvement and how it impacts on children's achievement. She has completed her self-evaluation document and has attended a range of training courses to develop her knowledge and skills. Since registration, she has reviewed her policies, realising that they did not fully reflect her actual practice. She continues to develop her observation system, but although she has completed a baseline assessment of children's attainment levels on entry, the system does not clearly demonstrate the progress which children make in the setting. The childminder has driven her own development effectively and is particularly proactive in seeking information and guidance using the internet and various publications.

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the early years provision

The childminder does not currently care for any children who attend other early years provisions. However, she is aware of the importance of sharing information with other settings, when appropriate, to support children's continuity of care. Effective verbal and electronic communication strategies demonstrate the value placed upon partnership working by the childminder who makes every effort to keep parents fully informed of all matters relating to their child's care and welfare. Children's individual needs are discussed during daily conversations and email exchanges with parents and carers.

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and outcomes for children

Children have lots of fun in this child-orientated home environment in which children feel safe and secure. The childminder has an abundance of enthusiasm for her role. She applies her life experience and transferable skills from her previous career to her professionally-run childminding service. Children are consistently offered stimulating activities and challenging play opportunities and they make good progress in all areas of learning because the childminder devotes her time This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and attention to them. She sustains continuous commentary on events, sitting on the floor at the children's level, playing and extending children's language skills and vocabulary.

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and outcomes for children

The childminder is skilled in drawing the learning from children's self-chosen play situations and providing a programme of learning which covers all six areas of learning. For example, children have selected a book about dinosaurs and are excited by the different types of the species. Dressed up as a variety of superheroes, they roar enthusiastically and repeat the word 'dinosaur'. The childminder follows up their interest, suggesting that they draw some pictures of dinosaurs and count them together. She finds a short film about dinosaurs on her laptop computer and encourages the children to operate the program. This helps develop valuable skills for the future and confidence in the operation of information technology at an early age. The theme continues with children finding a plastic model 'baby dinosaur' and discussion about roaring quietly so as not to scare the baby animal.

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and outcomes for children

The childminder gives copious praise for success and lots of genuine love and affection to the children in her care. For example, the childminder gives cuddles to the children and they sit on her lap to scan through the recent photographs of them engaged in play. The delight and enjoyment is visible on their faces. Children indicate that they wish to play with the keyboard and guitar and the childminder sits with them, encouraging purposeful music making.

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and outcomes for children

The daily routine is specifically tailored to the needs of the minded children and includes plentiful opportunities for fresh air and exercise with regular access to the garden and trips to the park. This provides relevant and meaningful opportunities to talk about road safety and for children to learn about staying safe. Children learn about healthy lifestyles as they clean their teeth and use individual towels in the cloakroom to prevent the transfer of germs. Children develop positive attitudes to learning, being keen to participate, make independent choices, co-operate and share. They make friends, show respect and tolerance for each other. The childminder has high expectations and children respond positively to this by demonstrating good behaviour and thought for others. All children are valued and gain information about other cultures, languages and disabilities.

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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. The childminder keeps electronic copies of her observations of children's progress and emails these to parents on a weekly basis. She writes appropriate comments linking these observations to the six areas of learning. However, children have only been attending the setting for about six months and there is scope for developing the childminder's methods of recording and linking them more closely to the criteria in the Practice Guidance for the Early Years Foundation Stage. 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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