Childminder in Luton

Inspection date

Previous inspection date 05/11/2012 19/02/2009

p.1

early years provision

This inspection: 2 Previous inspection: 3 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

p.1

This provision is good

 The learning environment and the quality of teaching and assessment provide stimulating activities that enhance children's learning and progress.  Children are motivated and eager to learn. They develop very good relationships with the childminder and each other.  Children develop an awareness of self-care because the childminder offers a consistently good example. They initiate learning safely as the childminder completes risk assessments.  Children's communication and language skills are well-promoted because the childminder supports them in expressing themselves.

p.1

It is not yet outstanding because

 Information from parents is not used fully to ensure that children's progress towards the early learning goals is fostered or to promote further learning in their own home.  Continuity of learning and development is not fully supported because there is limited communication and sharing of information between the childminder and other settings delivering the Early Years Foundation Stage.  The self-evaluation system is not firmly established to identify all the priorities for improvement or to make clear and precise action plans that lead to improvement.

p.1

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.

p.2

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.

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires and reference letters.

p.2

Information about the setting

The childminder was registered in 2003. She lives with her husband, husband's father and two children aged 11 years and nine years in Luton, Bedfordshire. The whole of the ground floor of the childminder's home is used for childminding and there is an enclosed garden available for outside play. 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. There are currently seven children on roll, five of whom are in the early years age group and attend for a variety of sessions. There are two older children who attend part time.

p.2

Information about the setting

The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language.

p.3

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

 develop parent partnerships to enable them to share what they know about their children and support children's learning at home

p.3

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

 promote effective communication with other settings delivering the Early Years Foundation Stage to ensure there are regular opportunities to share information about children's learning and development to support continuity in their learning

p.3

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.

p.3

who attend

Children are confident and eager to take part in new activities and experiences. The childminder has a good understanding of how to support children and capture their interest. She is fully aware that children learn best through play and takes their lead when supporting them. For example, children initiate a music and movement session by fetching a bag of instruments. The childminder adds to this by offering a popular programme to follow and familiar songs to dance to. She joins in with them and they march in time to a favourite song. Furthermore, she anticipates children's favourite active games such as 'flying'. They love to jump into her arms and 'fly' above her head pretending to be a favourite cartoon character and flapping their wings. Later they pat balloons around the room and run after them, giggling as they stop them from touching the floor! Hence children are physically active and show that they like to invent their own games.

p.3

who attend

Each child is confident to communicate their own ideas and preferences. They work comfortably alongside each other when building with bricks or playing with the cars. Children offer ideas to the childminder showing that they have taken on board new information and are able to use it in their play. For instance, they tell her that they are building a big tower and draw her attention to the one made by another child. They identify shapes and colours with confidence naming red, yellow and orange, as well as triangles, as they place them together. Young children solve problems by themselves such as when they sit and manipulate pieces together to form solid shapes. They count spontaneously and hold up the correct number of triangles as they tell the childminder that they have two. They enjoy using their new knowledge with confidence.

p.3

who attend

The youngest babies are enabled to join in, and benefit from, all activities. For example, babies explore the box that contains toy cars before twisting and turning the wheels on the cars. The childminder notices the baby's interest in opening and closing the box, and adds further discovery toys with lights that flash, knobs to turn and buttons to press. The youngest babies maintain interest in these discovery toys and develop the concentration and persistence to explore. They enjoy tactile experiences such as play with chiffon scarves which they hold to their faces and look through. The childminder sings with the youngest babies and they, in turn, bounce and gurgle with pleasure as they look into the childminder eyes. They demonstrate a very secure sense of well-being in the care of the childminder.

p.4

who attend

Detailed planning, monitoring and assessment procedures mean that there is a balanced approach to promoting all seven areas of learning. The childminder has a good knowledge of each child's starting points. She maintains detailed tracking for each child to show their progress against the milestones within the document entitled Development Matters in the Early Years Foundation Stage. Summary reports are completed and the childminder has completed a progress check for children aged two years that identifies clear next steps. The childminder uses a comprehensive daily diary with parents to share daily routines and achievements. Parents comment that,'our children are testament to the hard work of the childminder and she is always talking to me about changes in the Early Years Foundation Stage'. They comment further that she offers extensive amounts of information when a child starts with her and offers extensive amounts of ongoing information. However, the

p.4

who attend

assessment procedures do not make the most of 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 used to promote children's development to the very optimum.

p.4

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

The procedures for working with parents and for gathering information about children's care help to ensure that all children are secure. Children form very good emotional attachments with the childminder and each other. They demonstrate a strong sense of belonging and their self-esteem is promoted, for example, through praise and positive reinforcement. For instance, when reaching new personal health and self-care steps, children proudly show off stickers to each other and to new visitors in the home. Children learn to understand the feelings of each other and readily apologise after small disagreements. Younger children begin to consider the feelings of others as shown when they fetch two helium balloons with which to play; one for themselves and one for another child. They love to give younger babies a hug or offer toys to them to play with. Consequently, children develop empathy for others around them and show that they

p.4

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

consider the feelings of others close to them.

p.5

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

New children settle well because the childminder uses robust procedures to find out about their needs. She is able to offer care that meets specific special educational needs and/or disabilities because she has attended additional training for this field. She also carries out care on a part-time and respite basis for children in the older years age group with specific needs. Hence she is able to draw on her experience, should this be required, within the early years age group. The childminder is mindful of helping children to appreciate their own background and that of other people. Children explore events such as the Olympics, complete creative works linked to festivals such as Eid, and try new and unfamiliar foods from other countries, such as samosas. Local resource centres and social groups provide further opportunities to explore new cultures and celebrations. These steps help children to develop an active interest in the world around them from a young age. The childminder

p.5

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

builds on children's interests and is mindful of preparing them for new settings, such as pre-school. She offers them increasing independence to encourage their confidence. She ensures that all seven areas of learning are addressed to equip children with a broad base from which to build.

p.5

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

Children are well nourished with breakfasts and snacks provided according to the planned menu provided to parents. Children ask for fruits for their snacks, such as strawberries and bananas, and help themselves to drinks when they are thirsty. Parents provide most main meals and these are prepared according to their wishes by the childminder. Young children are beginning to be physically independent with regard to washing their hands. They use hand wipes before snacks and lunch to wash their hands and faces, and complete this again afterwards. The childminder encourages them to move easily between nappies and using the toilet, and they celebrate each other's new steps. Individual towels and attractive posters encourage children to become physically independent.

p.5

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

Young children are helped to gain an understanding of safety issues because they practise road safety during regular excursions into the community to social or activity groups or the library. Children receive regular reminders about safety throughout the day to enhance their understanding. For instance, they recognise that knocking towers down onto each other may hurt and they knock them down into clear spaces. Children are reminded that they must sit, not stand, on the sofas in case they fall. In this way the childminder ensures that children understand the familiar boundaries that are in place.

p.5

provision

The childminder sets good standards for the quality of care that she offers. She ensures that all paperwork and procedures, as required, are in place and are reviewed regularly to maintain her standards. The childminder promotes her relationship with parents by using a comprehensive set of policies that support her work. Hence, she shows a continued understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder uses some reflective practice to ensure her care meets parents' expectations. This is enhanced by the verbal exchange, daily diaries, and very informative notice boards covering all aspects of learning and development maintained for parents in the playroom. A drive for improvement is shown through the changes to practice implemented since the introduction of the revised Early Years Foundation Stage framework. For instance, she has developed the detailed

p.5

provision

observation and assessment process building on from her previous practice. However, reflective practice is not sufficiently rigorous to identify areas that require development in order to improve outcomes for children.

p.6

provision

Rigorous procedures to observe, assess and monitor children ensure that their progress is fully in line with the developmental milestones. Whilst the childminder continues to broaden her understanding of the Early Years Foundation Stage progress check at aged two years, she has completed a developmental summary in line with those requirements. Such action demonstrates a clear commitment to meeting all learning and development requirements, and working to promote children's learning at all times. Clear procedures are in place for the childminder in contacting other professionals, so that they can work together to support families should there be a need to do so. The childminder is able to draw on her work with children within the older years age group, for whom other agencies provide support, to enhance all her work with parents and other professionals. The childminder is aware of the importance of working with other settings offering the Early

p.6

provision

Years Foundation Stage that children attend. However, the arrangements to share information relating to learning and development, with key persons working with children, are not established. This means that the childminder is unable to ensure a consistency of approach towards the learning for the children attending.

p.6

provision

There are robust procedures for safeguarding children and ensuring that their welfare is consistently assured. Additional policies also add to the understanding shown by the childminder such as personal care and handling, and anti-bullying policies. The assessments of risk that are completed ensure that children can access resources freely and initiate learning with a minimum level of risk. The childminder has attended all required training. In addition, she has continued to attend relevant and informative training courses since her last inspection. These include Inclusion and Anti-bias, Letters and sounds, and Working together to safeguard disabled children. She demonstrates a very good attitude towards continued development to promote her service offered. Children are very secure in the home, enjoy their play and learning, and are confident. Consequently, children have a positive experience that forms a good base for continued

p.6

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

p.6

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.

p.7

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.

p.7

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.

p.7

Setting details

Unique reference number EY266066 Local authority Luton Inspection number 819832 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.7

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.8

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,

p.8

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’.

p.9

Type of provision

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

p.9