Childminder in Central Bedfordshire

Inspection date

Previous inspection date 20/03/2013 08/10/2008

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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

 The childminder takes great care in getting to know the children and making them feel comfortable in her home. Children are, therefore, settled and eager to explore and learn. Their natural curiosity is promoted and they demonstrate positive attitudes to learning. This means that they are well prepared for school and future learning.  Teaching is securely based on the childminder's thorough understanding of the Early Years Foundation Stage. She has a very clear awareness of how children learn, making good use of opportunities to promote this through daily play and structured activities.  Children's language, communication and social skills are very well promoted. They are sensitively supported in participating in discussions and in extending their vocabulary. They work well together and show a good awareness of the needs and feelings of others.  The practical daily planning ensures that children are offered a creative variety of

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This provision is good

activities that are securely based on their interests and current developmental needs. They are, therefore, fully engaged and their individual learning is promoted.

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It is not yet outstanding because

 Opportunities for children to gain a greater awareness of the wider diversities of society are not fully explored.  Partnerships with other providers are not used to full effect in consistently sharing details of children's learning.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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.

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Inspection activities

 The inspector talked with the childminder and the children present and carried out a joint observation with the childminder.

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Inspection activities

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

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Inspection activities

 The inspector also took account of the views of parents, as provided in their written feedback to the childminder.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, two adult children and one child aged 10 years, in a house in Houghton Regis, Bedfordshire. The whole of the ground floor of the property is used for childminding. Outdoor play is accommodated through the use of local parks.

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Information about the setting

The childminder is registered to work with an assistant. 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 eight children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except 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 opportunities for children to gain a greater understanding of the world with regard to the similarities and differences between families, communities and traditions

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

 extend the arrangements for sharing information and partnership working with other people who care for the children, so that there is a coordinated approach to planning and supporting their achievements and progress.

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who attend

Children are happy, secure and confident. The childminder is experienced, has a thorough knowledge of the Early Years Foundation Stage and a good awareness of how children learn through play. This means that children's development is consistently promoted. The childminder interacts well with them, enhancing their enjoyment and further extending their learning and development. For example, young children playing with a construction set are encouraged to count the bricks as they build. They clap and smile as they build taller towers and compare the different sizes.

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who attend

Good communication with parents means that the childminder can work with them to gather information, in order to assess children's starting points. She, therefore, has a thorough picture of their needs and abilities and can track their progress and plan appropriate activities. The good communication procedures also means that parents have regular opportunities to share updates about their children. For example, they regularly review their child's assessment records and then complete information sheets that detail their interests and achievements at home. The childminder also offers ideas and guidance to parents, so that they can continue their child's learning in the home environment.

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who attend

The childminder observes children as they play. She then assesses this information and actively uses it to inform the planning. This ensures that children are offered activities and resources that capture their interest and promote their development in all seven areas of learning. Children are encouraged to make choices and determine their own play and also participate in adult-led activities. This offers them opportunities to explore independently and to work in a structured environment. They, therefore, play an active role in their own learning while understanding how to work in partnership with others. The childminder makes effective use of the Early Years Foundation Stage guidance to support her in monitoring children and checking that they are making good progress.

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who attend

The childminder supports children in developing the skills to learn effectively and to achieve well. She models a positive approach to learning and encourages children to experiment and solve simple problems. For example, when children take a ball game to pieces, the childminder wonders how they can mend this. Children concentrate as they work out how to fit the pieces together and are pleased when they achieve this. The good planning of activities means that children are offered creative learning opportunities. For example, they collect leaves when out walking. They take these home and use books to research the different trees and then use the leaves to make collages. Opportunities, such as these, enable children to understand the natural world and to develop their skills in literacy and creativity.

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who attend

Children participate in a wide range of activities that promote their physical development. For example, they develop skills in control and coordination as they use large play equipment at the park and enjoy games, such as rolling a large ball to each other. Children are offered appropriate opportunities to learn about other cultures and ways of life. For example, they enjoy talking about their countries of origin, comparing the different environments and languages. However, activities and resources are not used to the full to promote children's greater awareness of the wider diversities of society.

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who attend

Children develop good language and communication skills as they are supported in extending their vocabulary and participating in discussions. For example, they enjoy sitting together at tea time and discussing what they have done during the day. Children's development is further promoted and they enjoy their time with the childminder, as she makes good use of spontaneous learning opportunities. For example, on a snowy day, the children work together to make a snowman, discussing the cold conditions and discovering why snow melts when taken inside. They later make hot chocolate to help them warm up and then go on to draw their own illustrations of the snowman.

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

Thoughtful procedures means that the childminder gathers comprehensive information from parents, ensuring that she is aware of children's needs, preferences and abilities. This enables her to offer children appropriate support, resources and play opportunities. Children's self-esteem and sense of self are promoted well and they learn to take pride in themselves and their individual qualities. For example, their home languages are valued as the childminder takes time to learn simple words in these and encourages all children to share their vocabulary and try a range of languages. Children's independence is sensitively promoted and they are supported in exploring the toys and determining their own play. This aids them in developing the skills that they need for future learning and prepares them well for the transition to pre-school or school.

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

The childminder's good role modelling and her gentle encouragement, support children in understanding and managing their behaviour. Older children show great care and concern for younger children, gently including them in their play and discussions. New children quickly settle because the childminder ensures that she is fully aware of their usual routines and preferences, incorporating these into the daily planning. For example, children feel secure and comforted when they see their favourite toys as they enter the house. Children develop secure attachments with the childminder, demonstrating that they thoroughly appreciate her company as they include her in their play and discussions.

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

The childminder creates a positive environment in her home and shows children that she genuinely values and respects all. Children respond to this, developing a respect for each other and an appreciation of the different views and needs of others. Children are supported well in developing their self-care skills. For example, they help clear the table after tea time. They gain a good awareness of the importance of healthy lifestyle choices. For example, they talk about why they need to be active, noting their raised heart rates after physical activity. Good daily practice and ongoing explanations help children to develop a thorough understanding of safety issues. For example, they can explain the importance of using seat belts and the correct child seats in the car.

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provision

The childminder sets high standards for the childcare she offers. She uses her experience and good knowledge of the Early Years Foundation Stage to aid her in reviewing her paperwork and procedures. This supports her in consistently promoting children's health, welfare and safety. The childminder adopts an honest and positive approach to the evaluation of her daily practice. She actively seeks the views of children, parents and other professionals to inform this. This means that she has a good overview of her strengths and weaknesses and can plan and prioritise relevant changes. For example, future plans include gaining a relevant childcare qualification to support her in further improving the outcomes for children.

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provision

The childminder uses her experience and knowledge of child development, alongside the Early Years Foundation Stage guidance, to support her in monitoring children's progress. There are clear procedures for sharing information with some others caring for the children. For example, the childminder talks with practitioners at one local nursery to find out about their current planning. However, these procedures are not used to the optimum to share detailed information with all, in order to fully update children's progress and plan further activities. The childminder has a good understanding of the role of other professionals and can, therefore, seek additional help for children should the need arise. Her good procedures for working with parents means that children's care is consistent and parents are kept informed of their child's activities and progress. For example, she regularly shares children's assessment records, presenting these in a format that is easy to

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provision

Children's welfare is consistently promoted as there are thorough safeguarding procedures. The childminder has attended additional training and has written procedures and information in place to support this area. She ensures that her assistant and all relevant household members have undergone appropriate suitability checks. She supports her assistant in attending relevant training, so that he has a good understanding of safeguarding issues. They are, therefore, very clear about the procedures to follow should they have any concerns about a child in their care. Thorough risk assessments ensure that the childminder's home is safe and secure. This means that children enjoy their time with the childminder and have a positive childcare experience that forms a good platform for their future learning.

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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 action. 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 EY370766 Local authority Central Bedfordshire Inspection number 878611 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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