Childminder in Central BedfordshireOfsted inspection, 29 Jan 2013

Inspection date

Previous inspection date 29/01/2013 14/01/2010

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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 who speak English as an additional language make good progress in learning to speak English. The childminder provides plentiful opportunities for them to develop confidence in listening, understanding and speaking through sharing books, rhymes and conversation.  Children enjoy using a wide range of technology which encourages their desire to explore and investigate and helps them acquire important skills for later learning at school. This includes suitable computer learning programs, both in English and their home language that allow them to solve problems and use the keyboard to experiment with print.  Children develop high levels of confidence and self-assurance because the childminder gives them choices, responsibilities and frequent praise to make them feel good. This encourages them to do things for themselves and helps them become independent in managing their own care needs.

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It is not yet outstanding because

 The opportunities for children to experiment and design with media, such as paint, collage and junk materials in the home setting are somewhat limited. This restricts their ability to express their ideas through art and design.  The garden is not used as well as it could be to provide year round opportunities for outdoor play and learning. Children, thus, have less freedom to use their senses and explore and investigate in different ways to inside.

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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 play area.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journeys and records, planning documentation, a selection of policies and the childminder's self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents expressed in parent questionnaires and records of emails.

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Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged five and two years in a house in Sandy, Bedfordshire. The whole of the property and the rear garden are used for childminding. The family keeps goldfish as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently two children on roll who are in the early years age group and attend for a variety of sessions. She is operates all year round from 8am to 6pm, Monday to Friday except for bank holidays and family holidays. She is a member of the National Childminding Association.

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

 enhance the educational programme for expressive arts and design by providing a wider range of materials and media, including paints, collage and junk modelling, for children to experiment with colour, design, texture, form and function

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

 make better use of the garden to provide all-year-round opportunities for outdoor play and learning.

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who attend

The childminder demonstrates that she knows each child well and understands their needs. She initially gathers valuable information from parents to use as a starting point for children's learning and development. From this and her early observations, she creates an individual learning plan for each child which highlights areas for development and feeds into a weekly plan. This ensures the range of outings, activities and free play time meets the needs of children attending. She keeps accurate ongoing observations of children in a learning journey record which she shares with parents and invites their comments. In addition, she encourages parents to share information and provide resources that will support children's ongoing development. This is particularly evident where children speak English as an additional language. For example, parents provide common words in their home language, which she uses to label items around her home. She also uses some

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who attend

appropriate computer programs in their home language which the childminder uses in her setting. This allows children to hear and use their home language which is important for their development of spoken English.

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who attend

The childminder monitors and evaluates the experiences she provides to ensure all areas of children's learning and development are included. However, some areas feature more prominently than others. For example, children have regular opportunities to be imaginative by exploring play dough, playing with small world toys and engaging in role play. They have less frequent opportunity to express ideas through art and use materials such as paint, collage and junk modelling in the home setting. This reduces their capacity to experiment with colour, design, texture and form. However, children do have access to some art activities at toddler groups they attend. Overall, the educational programme is broad enough to enable children to make good progress in their learning.

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who attend

Children gain the skills they need to continue their learning when they move on to school. The childminder spends time playing alongside each child to support and extend their thinking and learning. She uses open questions to help them solve problems, such as working out whether a toy aeroplane is too big or too small to fit into a space. Children enjoy snuggling in to share stories and rhymes with the childminder. She allows them to choose books that interest them and successfully keeps them engaged and motivated by involving them in the story. They identify and count objects in the pictures and are encouraged to recall what has happened previously. This develops their understanding of number and their listening, attention, understanding and speaking. Children become confident using technology. They use a range of interactive toys in their play, such as shopping tills and electronic guitars. They use the computer keyboard to experiment with

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

Children quickly settle and feel secure in their surroundings because the childminder works closely with parents to establish their care needs. They make positive relationships with the childminder and enjoy the company of other children. The childminder sets high expectations for children's behaviour. She uses strategies learned from a course on positive parenting, such as being consistent and giving clear messages. This helps children to modify their behaviour when appropriate. Children develop high self-esteem and confidence because the childminder frequently praises them and encourages them to do things for themselves. For example, when children accomplish a task the childminder says 'well done, you did it!' As a result, children feel good about themselves and they are willing to have a go again. They show growing independence; they carry their dirty plates and cups to the kitchen after eating and help themselves to tissues when they need them.

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

The childminder consistently helps them manage their health and self-care needs. They learn why it is important to cover their mouth with their hand when coughing to prevent the spread of germs and to wash their hands well after using the toilet.

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

Children have daily opportunities for outdoor play or fresh air and exercise. During summer months the childminder makes good use of the garden to allow children to explore the outdoor environment. They develop their physical skills by using apparatus and equipment, such as the trampoline, they explore sand and water and use the easel to make marks. However, during the winter months the childminder is less inclined to use the garden and instead relies on outings in the local community. This restricts children's ability at certain times to explore, investigate and be physically active in a challenging but secure outdoor environment. Children develop a good understanding about managing risk because the childminder allows them some degree of independence and freedom, relative to their age and understanding. For example, when walking near roads children know the rules for keeping within sight of the childminder and remaining by her side if they are near

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

The childminder supports children's continuity of care well. She helps children make the transition between the childminding setting and other early years settings, such as nursery or pre-school. She finds out from key staff what topics they are learning about and shares information appropriately about any specific developmental issues. This enables both settings to monitor children's progress closely and work together to support them.

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provision

The childminder takes a proactive approach to improvement. She is well informed about current requirements and effectively implements the Statutory Framework for the Early Years Foundation Stage. She is committed to developing her skills and knowledge by accessing a range of suitable training courses. She has the ability to be self-critical and to reflect quite deeply on the service she provides. Regular evaluation of how well children have enjoyed or participated in activities means their views are considered. As a result, self-evaluation is accurate and she can highlight areas for development that are likely to enhance children's learning and well-being.

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provision

The childminder regularly updates her knowledge of safeguarding issues and procedures. She keeps comprehensive information to help her identify any concerns and understands her role in reporting them to the appropriate authorities. This means children are protected well. She ensures all adults in the household have had suitable background checks and she supervises children closely at all times, particularly when they are in public places. She has a detailed set of policies that meet the safeguarding and welfare requirements. Records that were missing at the last inspection are now in place and well managed. Consequently, systems are robust and support the safe and efficient management of her provision.

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provision

Partnerships with parents and others are well established. The childminder communicates well with parents, and other early years providers, to give them information they need about the setting and their children's progress. She also encourages parents to share information about their children and to find out how satisfied they are, which she uses when evaluating the provision. The childminder has not needed to work in partnership with other external agencies but is knowledgeable about how she would do so if there was a need for intervention.

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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 EY398831 Local authority Central Bedfordshire Inspection number 875115 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 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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