Childminder in Central Bedfordshire

Inspection date

Previous inspection date 06/09/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 This childminder has a bubbly personality which enables her to readily generate children's excitement and enthusiasm for activities. Children respond positively to her, resulting in high energy, fun playtimes.  Competent planning, observation and assessment underpins an effective learning programme which appropriately covers the prime and specific areas of learning through monthly themes such as 'Summer sun'.  The childminder is well-organised and evaluates her practice effectively. She is confident to test out new activities and procedures and is not afraid of things not going to plan. She consistently reviews and learns from her mistakes.  Children feel very safe and secure with this childminder who takes great care to ensure she gathers information from parents about their child's likes, dislikes and routines.

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It is not yet outstanding because

 The childminder does not understand how children try to make sense of their world through repeated play patterns.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the main living room and in the garden.

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Inspection activities

 The inspector and the childminder shared conversations at appropriate times throughout the inspection and jointly observed the children as they enjoyed sand and water play in the garden.

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Inspection activities

 The inspector looked at the children's observation folders, planning documents, the childminder's reflective evaluation and a selection of policies, training certificates and children's records.

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Inspection activities

 The inspector also took account of the views of parents expressed in their written responses to a questionnaire issued by the childminder.

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Information about the setting

The childminder registered in 2012. She lives with her husband and three children aged ten years, three years and 16 months in a house in Dunstable. The whole of the house is registered for childminding use. There is a safely enclosed garden. The childminder is able to walk to local schools to take and collect children. The family has a pet dog.

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Information about the setting

The childminder is registered on the Early Years Register to care for a maximum of one child in this age range, of whom one may be aged under one year. She is also registered on the compulsory part of the Childcare Register and is able to care for a maximum of four children in this age range.

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To further improve the quality of the early years provision the provider should:

 develop knowledge about how children play; provide further support for children's independence and learning as they explore particular patterns of movement, sometimes referred to as schemas.

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who attend

The childminder has a competent knowledge of the seven areas of learning and provides a stimulating range of activities tailored to the interests and needs of each child. She promotes communication and language skills very well, listening carefully to children and modelling new words and short phrases appropriate to their age and stage of development. For example, whilst sitting on the floor with the children to share a book about jungle animals, she repeats words back to them so that they can hear the name of the animal clearly. Consequently, children frequently imitate and experiment with words to communicate for a range of purposes. They giggle together as they attempt to make the noises of each of the animals in the pictures. The childminder extends children's vocabulary by repeating the word 'crocodile' and adding the adjective 'snappy crocodile'. At lunch time she points out that 'cheese', 'please' and 'freeze' are words which rhyme.

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who attend

Monthly themes such as 'Summer sun' provide the childminder with a flexible context for planning interesting activities closely linked to the prime and specific areas of learning. For example, sand play involves using a variety of sized buckets and beach tools and practice in handling them. Children develop an awareness of number names as the childminder prompts them to count the number of bounces they can do on the trampoline. Children imitate and improvise actions they have observed, such as pretending to have a tea party with sand and cups. They play hiding and finding games in the sand with their childminder and play games of peek-a-boo, taking turns and responding playfully.

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who attend

Young children's progress is well supported. The indoor rooms are light, airy and spacious, allowing children to engage in well spread out play activities. Toys and resources are readily accessible to the young children. The childminder has attended a training course on observation and assessment and has devised an observation folder for each child in her care. She uses information gathered from parents to establish a clear starting point from which to measure children's progress. Making good use of Development Matters, she plans, observes and assesses effectively, identifying children's stage of development in relation to the age bands and the next steps in learning. Consequently, children are acquiring the skills, attitudes and positive disposition towards learning that they need to be ready for school or the next stage of learning.

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The contribution of the early years provision to the well-being of children

Children have developed a close bond with their childminder in a relatively short space of time. She is very mindful of their emotional well-being as they have moved from another childminder and ensures that she is always nearby, providing a secure base from which children can explore their surroundings. She supports children to make choices and this means that they are confident to explore new experiences and experiment with new materials. For example, children happily venture into the garden to eagerly explore the sand placed on the ground. Children develop an appreciation of healthy lifestyles through daily access to the garden and regular trips to the local park to play on the swings and slides. They develop good self-care skills with young children learning to feed themselves and washing hands before meals.

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The contribution of the early years provision to the well-being of children

Children are well-cared for and behave very well. Older children have been involved in deciding what the 'house rules' will be and have designed a personalised poster which is displayed on the back of the front door. Children learn how to keep themselves safe because the childminder teaches them safe ways of having fun. For example, very young children climb up the steps to the trampoline and know that they must fasten the safety zip on the trampoline netting to prevent them from falling off. The childminder has devised an evacuation procedure and has practised this with the children so that they know what to do in case of emergency. Since registration, a fence has been constructed to ensure that children cannot enter the caravan storage area to the rear of the garden.

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The contribution of the early years provision to the well-being of children

The calendar of activities demonstrates that children have good opportunities to develop an awareness of cultural events and special occasions, fostering an appreciation of differences. Children play well together and are being prepared for future transitions.

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provision

The childminder has a secure understanding of how to protect the children in her care and she prioritises their welfare at all times. She keeps a folder of information containing her local procedures for safeguarding and knows who to call should she be concerned. Areas used by the children are spacious, well-organised and enable them to move around the premises freely and safely.

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provision

The childminder provides a comprehensive range of activities which enables all children to make good progress across the seven areas of learning. Systems for observing what children can do, assessing their progress and planning for their next steps are competently completed. Consequently, she has a clear understanding about the progress of children's learning and their differing strengths. Nevertheless, the childminder wishes to learn more about how children play to learn and is keen to develop her knowledge of schemas.

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provision

Parents are able to share what they know about their child and become involved in their child's learning. This is because the childminder actively seeks feedback about their views on her service and encourages them to comment in the daily diary and through regular discussion. The childminder has a clear understanding of her responsibility to work in partnership with other childcare providers and professionals to access appropriate support for children when necessary. She has devised ways of working with the children's school to secure continuity of care for the children.

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provision

Systems for monitoring and evaluating practice are already well-established. The childminder is keen to provide the best quality care and learning for children and has worked conscientiously to establish her childminding business, building links with other childminders to share good practice. She has evaluated her practice effectively, and has already altered her planning to suit the children's needs better. She has undertaken a number of training courses since she was registered and is keen to extend her knowledge and skills to boost her intuitive abilities to foster children's care and learning well.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY442865 Local authority Central Bedfordshire Inspection number 783396 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 2

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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