Childminder in Luton

Inspection report for early years provision

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Unique reference number EY441299 Inspection date 13/07/2012 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 2012. She lives with her partner and two children aged 11 and 14 years in Luton. The whole ground floor of the property is used for childminding and there is a fully enclosed garden for outside play. The family has a dog.

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Description of the childminding

The childminder is able to provide care on each weekday 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 to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently three children on roll in this age group, who attend on a full and part-time basis.

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Description of the childminding

The childminder is able to take and collect children from local schools and pre- schools. She supports 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 fully recognised by the childminder, who has an excellent understanding of their needs and interests. She creates a good working relationship with parents and is beginning to develop partnerships with other settings that children attend. These steps ensure that children's needs are met and that activities offered support rapid progress in their learning. The childminder promotes children's health and welfare through daily routines, comprehensive assessment of risk and a good safeguarding awareness. She shows drive and commitment providing a good basis for development, and is broadening reflective practice to enable reflection on the overall care and continued outcomes for children.

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further?

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

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further?

 gain further understanding of reflective practice in order to confidently identify aspects of the service that are done well, and those aspects that might be improved, so as to continue to promote good outcomes for children develop further the links with all other settings providing for children in the Early Years Foundation Stage to ensure continuity and coherence in children's learning. 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 robust understanding of her responsibilities relating to safeguarding and ensures that all persons required undertake the appropriate checks to safeguard children. Risk assessment is comprehensive for the home and all excursions. Children complete emergency evacuation procedures regularly to gain an understanding of safety, the routine is displayed and a log is maintained. Details of the procedure for uncollected or missing children are in written policies, adding to the well-planned procedures for illness and medical assistance. All these factors contribute to the childminder safeguarding children well and ensuring they are kept safe from harm.

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the early years provision

The childminder offers an inclusive service to children and works with parents to understand each child as an individual. She introduces children to different cultures within everyday activities. For example, music from around the world is used to explore movement and dance. Children learn about each other's primary language, learning key words and viewing written labels around the home, and celebrations are shared. Consequently, children show a lively interest in the world around them. They explore the community in which they live and attend social and activity groups on a regular basis. The relationship with parents is strong and is enhanced by the in-depth shared learning journal for each child. Notice boards and a broad range of policies and procedures keep parents fully informed. The childminder maintains a record of steps that she takes to maintain the relationship with parents and subsequently uses this in her reflective practice. Parents comment that the

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the early years provision

childminder 'provides excellent facilities for our child' and that she uses 'very good communication about our child's welfare and needs'.

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the early years provision

The childminder has not yet cared for any children who have special educational needs and/or disabilities. However, she has a clear understanding of the importance of working with other professionals to provide a good level of support for such children when the need arises. The childminder currently cares for children who attend other early years provision. She is fully aware of the importance of sharing information with other settings and is building partnerships wherein learning and development is shared to support children's continuity of care. The childminder shows a good capacity to continue making changes. Reflective procedures have been introduced, which include questionnaires for parents and children, an evaluation of activities, and ongoing action points, with records kept showing their completion. However, these steps do not yet identify the childminder's strengths or reflect on the impact of practice on the outcomes for

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the early years provision

children. Children achieve and make rapid progress in their learning overall because the enabling environment and dedicated support of the childminder helps them to initiate and develop their own learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are extremely confident and thoroughly enjoy their time spent in the childminder's care. They make rapid progress in their learning because the childminder has a thorough knowledge of the Early Years Foundation Stage. She maintains in-depth learning journals filled with a wealth of evidence, showing how learning is observed and assessed to identify next steps for every child within each area of learning. These steps are incorporated into the detailed learning plans to ensure that progression is maintained. New achievements are closely recorded and shared with parents each day in the communication diary to enable learning to continue at home. Children are actively involved in their learning and the childminder is very skilled at following their interests. For instance, building on a favourite activity of role play with kitchen equipment, children are provided with a large selection of dried pulses and beans to 'cook'. They incorporate emergent

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and outcomes for children

knowledge into their play as they direct the childminder to wash her hands before joining them. They lead her to the bathroom and pretend to use soap to wash her hands, demonstrating an understanding of their personal health.

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and outcomes for children

Children use language confidently as they discuss the types and colours of foods, matching and naming them. Children enjoy the tactile experience of squeezing their hands through the pulses and beans. They develop dexterity as they spontaneously sort through the pulses, separating and matching them and filling bowls. Children use mathematical terms confidently, telling the childminder how many they need to fill the bowl, as well as describing what they are seeing and feeling. The childminder skilfully extends this explorative play by helping children to compare the dried beans to those that are cooked. Children persist with activities because the childminder introduces further materials to challenge their learning. For example, they add water to the play and discover how dried beans change and 'peel'. Children continue to find out about the properties of materials, including floating and sinking, as the childminder offers them herbs,

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and outcomes for children

marshmallows, dried pasta and liquids to explore.

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and outcomes for children

Children show a particularly strong sense of belonging and security within the setting. Each child has labelled areas for their coats and belongings, as well as individual towels. They carry out group activities within which they explore problem solving and numeracy. For example, they measure objects and compare them to the circumference of their heads, plant and monitor sunflowers for growth and take turns to wear a pedometer to calculate distances walked. Children work together to make a collage of a house focusing on the group of children attending. Children work together to plant vegetables, such as runner beans and carrots, before harvesting them to cook. They build strong relationships and initiate learning. Children make free choices from a broad range of high quality resources; this increases self-initiated learning and confidence. Storytelling and books are used extensively. Popular stories are followed by group projects to make collages.

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and outcomes for children

Dressing up and re-telling the story encourages an interest in literacy and supports role play. Children are fully supported to be a part of the local and wider community. They explore events and participate in celebrations, such as those held locally during the Queen's Jubilee visit. Children are extremely eager to explore This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 each new experience and are responsive and listen to explanations. They have outstanding opportunities to learn the skills that will help them in their future lives. 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 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 1 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 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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