Childminder in Central Bedfordshire

Inspection date

Previous inspection date 13/11/2012 26/02/2009

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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

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This provision is good

 Children are settled, motivated and demonstrate good levels of curiosity. They have positive attitudes to trying new experiences and are therefore prepared for future learning.  The learning environment and the organisation of resources facilitate individual choice to enhance child-initiated learning.  Teaching is secure and based on a robust knowledge and understanding of the Early Years Foundation Stage and how young children learn.  The successful implementation of the key person system enhances the relationship with children and their families. There is a high degree of trust and an appreciation of the help given in the work completed in partnership with other agencies.

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It is not yet outstanding because

 The self-evaluation system is not firmly established to identify the priorities for improvement or to make clear and precise action plans that lead to improvement.  The monitoring processes do not yet ensure that children make the optimum progress within the developmental milestones for their age.  Children do not have regular and consistent opportunities to become independent and take control of daily routines that support their health and self-care.

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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 reference letters.

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Inspection activities

 The inspector reviewed the provider's hardcopy self-evaluation form as provided via email to the inspector.

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Information about the setting

The childminder was registered in 2000. She lives with her partner and her son aged 16 years in Shefford, Bedfordshire. The whole of the ground floor, with the exception of the conservatory, and an upstairs bedroom of the childminder's home is used for childminding. There is an enclosed garden available for outside play.

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Information about the setting

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She offers six places for children under eight years of whom three may be in the early years age group. There are currently 10 children on roll, one of whom is in the early years age group. There are nine school-age children who attend on a part-time basis or at weekends.

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Information about the setting

The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language. She is able to take and collect children from local schools and pre-schools.

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

 introduce a system for monitoring the progress that children make within the expected developmental milestones in order to be able to enhance the provision for children requiring support or those requiring challenge

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

 establish routines that enable children to look after themselves to enhance their awareness of health and self-care

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

 extend the system for self-evaluation to identify priorities and set challenging improvement plans.

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who attend

Children are enthusiastic and are keen 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 through play. She helps children to play freely but extends their concentration and motivation with activities. Children play with model wild and domestic farm animals. They match them by type and are encouraged to calculate how many they have of different kinds. Children tell the childminder that some of the animals live in ponds; she supports their play by offering them blue paper to make a pond. The childminder introduces new language throughout the play. She names the animals, describes what children are doing, and repeats simple vocabulary for them to copy. Consequently, children are developing the attitudes and basic understanding of number and language that help them to develop skills for the future.

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who attend

Planning procedures, displayed for parents, means that there is a balanced approach to promoting all seven areas of learning. Planning incorporates each child's ongoing interests. Next steps are developed on a monthly basis using the observations made and recorded. Everyday provision is reviewed to identify its value within children's learning. The childminder has a good knowledge of each child. She has developed systems that enable her to assess starting points and to acknowledge achievements made. Parents comment that 'the home is a happy, lively, educational and fun place to be' where the childminder provides a 'combination of outdoor and indoor activities'. Children record that the childminder 'does different activities and it's fun!'. The childminder is clearly valued by both the parents and children. She has established observation and assessment in order to promote children's learning and development. However, she does not make full use of the

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who attend

assessments undertaken to check that children make progress within the expected milestones for their age. Consequently, she is unable to plan for additional support in areas of learning for children where required, or develop challenge to optimise learning.

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who attend

Each child is confident to communicate their own needs and preferences. They work comfortably with the childminder and listen closely to what she says. They enjoy story books with puppets and they help to re-enact the story as it is read to them. This helps to enhance their enjoyment of literacy and reinforces their understanding of what is being read to them. Children use inset boards and puzzles with 12 or more pieces where they match the pictures. This helps to develop their observation and concentration skills. Cars and vehicles are popular; children match the colours and use ramps to slide the cars downhill watching them go across the floor. Board games are used to support cooperative play. Children engage in some expressive arts and design activities that explore festivals from other cultures. For example, they make lamps for Diwali as well as making Rangoli patterns with pencils and chalks. The childminder explains the meaning of the activities to

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who attend

children. They use the internet to research information about the festivals. Consequently, children develop an interest in the world around them.

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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 good emotional attachments with the childminder. They demonstrate a sense of belonging and their self-esteem is promoted, for example, through praise and positive reinforcement. Children learn to manage their own behaviour because the childminder maintains consistent boundaries. She makes clear explanations to them about acceptable behaviour. This means that they learn what is, and is not, acceptable behaviour.

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

New children settle well because the childminder uses clear procedures to find out about their needs. She works closely with parents and other professionals to support children where required. For example, she follows programmes provided by speech therapists to foster children's communication and language skills. The childminder works closely with other agencies where children have identified specific needs. Some attend the setting for care outside of school hours. The childminder monitors the care provided and records useful journals of development. This means that she is attentive and strives to offer care that meets the individual learning styles of each child. The childminder prepares children for new settings, such as pre-school or school, because she makes sure that she gives them foundations on which to build. They are provided with a broad range of activities to establish a firm base from which to build. Hence, children can continue to thrive and learn

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

Children are well nourished and enjoy snacks of fresh fruits, vegetables and salad items. The childminder supports children's health by supplementing the meals provided by the parents with nutritious snacks. Children access water throughout the day. Each child is supported to meet their own care needs and can wash and dry their hands with support. However, they have inconsistent encouragement to meet their own needs. For example, they do not always clean their own hands after working with glue, and they have help with putting on and removing aprons. Children also do not gain a full understanding of healthy eating because they are not involved in planning and preparing snacks. This means that their awareness of health and self-care is limited.

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

Children develop an understanding of their own safety because the childminder makes sure that daily opportunities are included to learn about safety. They practise road safety as well as discussing the reasons why they do not speak to, or take anything from, strangers. Children play safely in the home because the childminder completes clear risk assessments to minimise hazards for children. The environment is stimulating and very well resourced. Children freely select toys from low-level storage and thereby child- initiated learning is promoted very well.

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provision

The childminder sets good standards for the quality of care that she offers. She ensures that the documentation and procedures, as required by the safeguarding and welfare requirements of the Early Years Foundation Stage, are in place. The childminder uses basic reflective practice to ensure that her care meets parents' expectations. She uses verbal exchange with parents each day and works closely with them where children have additional needs. A drive for improvement is shown by the training courses attended, and the attention to the action and recommendations set at the last inspection. She completes a written evaluation for her practice. However, reflective practice is not sufficiently rigorous to identify areas that require development in order to improve outcomes for children.

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provision

The childminder has procedures to observe and monitor children's progress. This means that she is able to ensure that she focuses on activities that will support and foster children's progress. Whilst no children are currently attending aged under three years, the childminder continues to broaden her understanding of the Early Years Foundation Stage progress check at age two. The childminder has experience of caring for children with specific identified needs and, through that experience, works closely with other professionals. This ensures that children's care and well-being is assured. The childminder is aware of the sharing partnership needed to work with other settings offering the Early Years Foundation Stage that children attend. She helps children to settle into new settings, alongside their parents, and works with them to adhere to individual programmes. The childminder introduces activities that extend theme work completed by

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provision

children at other settings. This ensures a consistency of approach towards learning for children.

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provision

There are robust procedures for safeguarding children and ensuring that their welfare is consistently assured. The childminder has attended all required training. In addition, she has attended disability awareness training and an Early Years Foundation Stage briefing for the revised Early Years Foundation Stage. She demonstrates the required attitude towards continued development to promote her service offered. The assessments of risk that are completed ensure that children can access resources freely and initiate learning with a minimum level of risk. Children are very secure in the home, and enjoy their play and learning. Consequently, children have a positive experience that forms a good base for continued development.

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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 219690 Local authority Central Bedfordshire Inspection number 818150 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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

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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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