Home Childcarer in Luton

Inspection date

Previous inspection date 12/11/2012 Not Applicable

p.1

early years provision

This inspection: 3 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 3

p.1

This provision is satisfactory

 The childminder intuitively places importance on the prime areas of learning and develops children's language skills in Polish and English. This ensures that children have the key skills for the next steps in their learning.  Children are well behaved and form positive relationships with their childminder and her assistant. They are encouraged and praised, raising their self-esteem and confidence and their efforts are acknowledged appropriately.  Children are settled and feel secure with the childminder who provides a welcoming and friendly setting where children have familiar routines and talk regularly about their home life.

p.1

It is not yet good because

 Practice is newly-established and planning, observation and assessment systems are not yet embedded to securely underpin children's learning and development.  Activities do not always present sufficient challenge to consistently enable the children to demonstrate the characteristics of effective learning.

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 living room.

p.2

Inspection activities

 The inspector looked at children's records, planning documentation, and a range of training certificates, records, policies and procedures.

p.2

Inspection activities

 The inspector held discussions with the childminder and her assistant and observed their interaction with the children.

p.2

Information about the setting

The childminder was registered in 2012. She lives with her husband and child aged three years in a house in the old town district of Luton. The downstairs of the house, one bedroom and an upstairs bathroom is used for childminding and there is a safely enclosed garden. The childminder is able to walk to local schools to take and collect children. The childminder is registered on the Early Years Register and offers two places in this age range. There are two early years children on roll. She is also registered on both the compulsory part and the voluntary part of the Childcare Register and offers four places in total. The childminder sometimes works with an assistant.

p.2

must:

 strengthen knowledge and understanding of the Early Years Foundation Stage, ensuring that learning and development opportunities are consistently planned around the observed needs and interests of each individual child and are assessed and reviewed regularly  provide a range of rich, varied and imaginative experiences for children, ensuring that children are well motivated, eager to join in and consistently demonstrate the characteristics of effective learning.

p.3

who attend

The childminder is aware of the revisions to the Statutory Framework for the Early Years Foundation Stage but has yet to become confident with this and be suitably guided by the learning and development requirements. She intuitively provides appropriate activities and delivers them at a good pace which keeps the children generally busy and occupied, although some activities are mundane and lack suitable levels of challenge. For example, children sit at the table to complete a collage activity. They spread glue on printed pictures and stick feathers and glitter on them. However, there is a limited range of materials available and the activity does not hold their interest for long. The childminder knows the children well and is able to observe and assess children's learning, using her life experiences to determine whether their development is age appropriate. However, she is not as familiar with documents, such as 'Development Matters in the Early Years

p.3

who attend

Foundation Stage' as she wishes to be. Therefore, she does not make effective use of them to guide her practice or to check that children are progressing broadly in line with the expected levels for their age.

p.3

who attend

Nevertheless, during the inspection, the children experience a suitable range of enjoyable activities which cover the seven areas of learning. For example, children rest after lunch and watch a short television programme in their home language. They read books, dance and sing. Children take turns, share and cooperate very well to complete a floor puzzle of a farm scene. They play energetic action games and they use crayons, draw and stick. The childminder and her assistant encourage the children to count and recognise numerals in English and Polish on a number train jigsaw puzzle. They then engage the children in discussion about the fruits and vegetables in the jigsaw pictures, again supplying new vocabulary in English and consolidating knowledge in Polish. In this way, children are developing their communication and language skills in preparation for their transition into school.

p.3

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

The childminder and her assistant provide a warm, friendly environment with lots of smiles and laughter, where children feel secure and welcome. She forms positive attachments with them and has a clear understanding of children's preferences. Minded children enjoy playing with the childminder's own children and feel included and part of the family. Resources are stored in the living room on an open-shelving storage unit, enabling the children to self-select what they want to play with. Children are well behaved in response to the childminder's clear expectations. The childminder and her assistant explain the reasons behind the house rules so that children learn how to keep themselves safe. For example, children know that they must not touch the television because it is electrical, and they must not run inside the house because they might bump heads.

p.4

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

Children are developing an understanding of a healthy lifestyle and diet. The childminder has worked hard to interest the children in eating a wider range of healthy foods by presenting attractive selections and small amounts on a regular basis throughout the day. For example, they share a plate of banana pieces and green grapes for mid-afternoon snack. The childminder provides the children with regular small meals, such as cheese on toast and tomato soup with pasta. They talk about how exercise makes their hearts beat faster after a lively dance and rhyme session leaves them breathless and thirsty. The childminder makes good use of the nearby park to ensure that children benefit from fresh air and exercise. Children develop their physical skills and expend their surplus energies on the playground swings and slides. They walk around the park and notice, for example, that the trees are moving. This stimulates their curiosity about the world and the

p.4

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

childminder explains that it is the wind that makes them move. The childminder and her assistant promote children's growing independence and communication skills using a good mixture of Polish and English. Consequently, children are developing the basic skills which will enable them to make smooth transitions to the next stage of their learning.

p.4

provision

The childminder has just established her business, having swapped her previous role as a home childcarer for that of a childminder. She is becoming familiar with the Early Years Foundation Stage framework which she delivers in Polish and English. She intuitively supports children's development but is not able to confidently link her practice with the learning and development requirements to secure children's good progress. The childminder has a good knowledge and understanding of safeguarding issues. She has the appropriate reference materials to guide her actions in the event of a concern arising about the children in her care. All adults in the household, including her assistant, have been appropriately vetted. The childminder has evaluated her practice so far. She provides an appropriate range of activities for the children in her care, but wants to go on some training courses to get more ideas about what she can do.

p.4

provision

The childminder has developed very positive relationships with parents and has responded to their request for a childminding service instead of home childcare. She regularly shares information with them about the children's care routines and the activities they take part in. The childminder has strategies in place to work in partnership with others sharing the care of the children, but this is not relevant at the current time. She has no previous experience of caring for children with special educational needs and/or disabilities but is able to talk about how she will work in partnership with other agencies when the need arises.

p.5

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.5

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.5

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.5

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.6

Setting details

Unique reference number EY446007 Local authority Luton Inspection number 798640 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 2

p.6

Name of provider

Date of previous inspection Not applicable

p.6

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.6

Type of provision

For the purposes of this inspection the following definitions apply:

p.6

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. 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.6

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.7

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.7

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.8

Type of provision

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

p.8