Robbins Alison

Inspection date

Previous inspection date 26/10/2012 21/04/2010

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early years provision

This inspection: 3 Previous inspection: 2 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are able to initiate play and learning in a safe environment and make sound progress because the childminder completes robust assessments of risk for the home and outings.  Children gain an understanding of the need for a healthy diet and personal hygiene for good health because the childminder provides consistent encouragement and a good example.  Children feel safe and secure because the childminder provides a caring and loving environment where children have familiar routines and consistent boundaries are provided.

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It is not yet good because

 The childminder offers activities that encourage children to be interested in the wider community, but there is no consistent approach to encourage children to value and respect others, or challenge inappropriate attitudes.  Information from parents is not used fully to ensure that children's progress towards the early learning goals is fostered to the optimum level or to promote further learning in their own home.  The self-evaluation system is not rigorous or firmly established to identify all the priorities for improvement or to make clear and precise actions plans that lead to improvement.

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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 childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires and reference letters.  The inspector reviewed the provider's hardcopy self-evaluation form as provided.

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Information about the setting

The childminder was registered in 1997. She lives with her husband and one child aged 16 years in Shefford, Bedfordshire. The whole of the ground floor of the property is used for childminding and there is an enclosed garden available for outside play. The family has a dog.

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Information about the setting

The childminder is registered by Ofsted on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She offers six places to children under eight years of whom three may be in the early years age group. There is currently one child on roll within the early years age group. There is one school-age child who attends before and after school.

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must:

 implement procedures to promote equality of opportunity by: reviewing steps to promote and value diversity and difference; reviewing how attitudes will be challenged; planning how children will be encouraged to value and respect others.

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

 broaden the assessment procedures to include parents by: offering opportunities for parents to share information about their child's learning and development at home; showing how the planned learning incorporates information from parents; extending the learning to continue to build on progress made into the child's own home

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

 develop a more robust system for self-evaluation which identifies priorities and sets challenging improvement plans.

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who attend

The childminder has a sound knowledge and understanding of the seven areas of learning and provides a range of activities that capture children's interest. Children's language and vocabulary is fostered within everyday activities. The childminder consistently offers information to children which encourages them to repeat new words. For example, when playing with shape sorters she names the shapes frequently adding praise and encouragement when children post them into the correct slot. The childminder repeats the names of shapes, names the colours, and encourages children to persist at their task. She models building sentences by talking about what children are doing as they play. These steps encourage children to build their vocabulary and communicate with others.

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who attend

Younger children show an interest in early technology as they persist in opening and closing boxes with catches. They are fascinated by spinning tops, watching as they spin before trying to press them down themselves, copying the childminder's actions. They make clear and deliberate choices demonstrating an emerging self-confidence. For instance, children decide that they do not want to complete a block picture puzzle and turn the blocks over instead to explore the shapes and insets beneath. They deftly fit the shapes inside the blocks, showing good concentration and motivation as they do so. Younger children are beginning to develop an interest in what they see around them outdoors. They look through the windows and deliberately attract the childminder's attention as they point to things in the garden. She extends this by speaking to the children about what they can see and they try to repeat the words after her. This further

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who attend

Younger children enjoy a walk in the community to collect leaves. They enjoy the tactile experience of this before making a collage of a tree with the childminder. Younger children use construction blocks to create simple structures and arrangements. For example, they sort wooden blocks of the same size and colour, and line them up on the windowsill. The childminder skilfully does not intervene in such exploration, but follows their lead and gives them time to think through what it is that they are trying to do. Children are thereby encouraged to think critically for themselves.

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who attend

The childminder has yet to implement the progress check at age two years but is able to identify what children in her care are able to do. Observation is completed and a system of assessment is underway and shared with parents. Planning incorporates children's next steps and shows clear achievements. The childminder makes regular use of the document Development Matters in the Early Years Foundation Stage to ensure that children are progressing towards the early learning goals. However, the assessment procedures do not show how they incorporate information provided by, or to, the parents. For instance, they do not show how planned learning builds on information received, or offer ideas for learning in the home. Consequently, the full range of information is not shown to be fully used to promote children's development to the optimum.

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

Children feel secure with the childminder, who takes care to ensure that she obtains relevant information from parents to enable her to offer activities to meet individual needs and interests. She obtains information that will ensure that children's care needs can be met to promote well-being. The childminder has strategies in place to manage children's behaviour. All aspects of behaviour are discussed with parents each day to promote a consistent approach. Older children are asked about what they would like to do on subsequent days; this helps them to feel a sense of belonging in the setting. Younger children are observed on one day to enable the childminder to make plans that meet their needs on the next day. This ensures that regular observation informs the care provided. Children's self-esteem is promoted through regular praise and encouragement from the childminder. Children are encouraged to develop healthy lifestyles because the childminder makes full

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

use of the large garden to encourage outdoor play. They visit several local recreational parks where children learn to take risks in a safe environment. They climb up ramps, use 'zip lines', and run and jump freely. The childminder offers nutritious snacks to supplement meals that are provided by parents. For example, younger children wash their hands, with help, alongside the childminder. They watch as she washes raspberries and grapes for their snack. In this way children learn to associate hygiene with good health. Children have free access to water, in their own lidded cups or bottles, throughout the day. This supports them in understanding the importance of staying hydrated during the day.

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

Children are kept safe in the premises because the childminder completes daily risk assessments to minimise risk. She reviews those assessments each month. The childminder completes a risk assessment for each outing and visits any new venues, before taking children there, to fully inform herself of any potential hazards. This means that children can play safely and initiate their learning. Children learn to understand road safety because they practise it each day. Emergency evacuation procedures are well- developed and practised each term. These measures show that children receive efficient support to develop an awareness of safety.

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provision

The childminder has a sound understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage statutory framework. Risk assessments are completed to ensure a safe environment for children. The childminder has a broad range of policies and procedures that help to demonstrate how children will be protected whilst in her care. The childminder has a sound understanding of her responsibilities with regard to safeguarding. All policies and procedures are reviewed regularly and shared with parents to help enhance the sharing of information and partnerships. Areas used by the children are safe and resources are stored appropriately for children to access independently. The childminder has a large range of resources that are rotated from storage into the home according to younger children's development stage. This promotes child-initiated learning.

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provision

The childminder is not currently caring for any children with specific identified needs. However, she is fully aware of the importance of working with other professionals where necessary. The childminder is not caring for any children who attend other settings offering the Early Years Foundation Stage but has plans in place to work with parents and other key persons to share relevant information relating to learning and development. The childminder seeks regular feedback from parents and children to enable her to meet their preferences. She does review her practice and introduces procedures that will enhance learning. For example, she has broadened her system of assessment to include journals for parents and reference to development matters. However, reflective practice is not sufficiently rigorous to identify areas that require development in order to improve outcomes for children. Children are introduced to aspects of their local community through visits to social and

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provision

community groups, and by carrying out some activities linked to cultural celebrations. For example, children visit a Mosque to link to the celebration of Diwali. They learn about the needs of others by taking part in a visit to a care home for the elderly where they sing rhymes together. The childminder has a basic policy related to equality of opportunity but she does not demonstrate a clear understanding of how to provide opportunities for children to develop respect for others, or show them how to challenge inappropriate remarks. Specific works to address the value of others and the impact of derogatory remarks is not completed to adhere to the policy provided.

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provision

Partnerships with parents are secure. Verbal feedback is provided alongside a daily diary. A learning journal for the children in the early years age group is developed and shared with parents each term. Parents comment that children are, 'always well cared for and entertained' and that they are, 'always able to discuss everything'. Furthermore, parents comment that they would have, 'no hesitation in recommending the childminder to other parents'. Children achieve and make steady progress in their learning overall because activities that provide variety and stimulation are offered to them.

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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 219872 Local authority Central Bedfordshire Inspection number 883840 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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