Zukowska, Malgorzata

Inspection date

Previous inspection date 17/04/2013 Not Applicable

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early years provision

This inspection: 2 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 2

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This provision is good

 The childminder has a secure understanding of all areas of learning and how children learn best through play. She organises fun activities in a welcoming, child friendly environment.  Children make secure attachments with the childminder. This means they are confident and ready to engage in learning through play.  Regular praise and encouragement from the childminder promotes children's sense of achievement and helps to develop their self-esteem.  The childminder has good organisational skills and she uses these to ensure children's care and learning are positively supported and their individual needs are met.

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It is not yet outstanding because

 Ways of actively engaging parents in their children's learning are not developed to the optimum.  Opportunities to strengthen children's understanding of health practices are not fully maximised.

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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 living room, the creative room and the garden.

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Inspection activities

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

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Inspection activities

 The inspector looked at a range of documentation including children's development records, a selection of policies and children's records.  Views of parents were taken from verbal discussions.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child aged two years in a house in Luton, Bedfordshire. The whole of the ground floor, one bedroom, the first floor bathroom and the rear garden are used for childminding. The family has no pets. The childminder attends a toddler group and activities at the local children's centre. She is able to take and collect children from local schools, nurseries and pre-schools. There is currently one child on roll who is in the early years age group. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder supports children who have English as an additional language.

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

 maximise ways to engage all parents in their children's learning through providing further opportunities for them to share information about their children's achievements at home

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

 strengthen children's understanding of health through reinforcing messages about why self-care routines, such as hand washing, are important to stay healthy.

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who attend

The childminder plans a good range of developmentally appropriate activities and play experiences that reflect children's interests and promote their learning. Children enjoy the activities and participate with enthusiasm. For example, they enjoy opportunities to express themselves creatively. They eagerly cover their hands in paint and make hand prints and patterns on paper. They enjoy the sensory experience of the paint between their fingers and are becoming interested in the changes to the paint as they mix the colours together. The childminder extends children's learning through providing other play experiences that enable them to explore their senses. For example, children enjoy playing with play dough and particularly like sprinkling the flour onto the sticky dough mixture as they roll and cut it into shapes.

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who attend

The childminder ably supports children's developing language skills as she asks open- ended questions that encourage them to think. The childminder repeats words and sentences for young children to try to say and praises them when they repeat it back. Children with English as an additional language make good progress. For example, the childminder has key words available in their home language which she incorporates into children's play. This helps children to feel secure as they develop a sense of belonging. Regular story times also supports children early communication skills. Children enjoy looking at interactive books with the childminder. They excitedly turn the pages so they can press the button to find out what the next animal noise is. Children enjoy songs and rhymes and join in with the actions when singing.

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who attend

The childminder has high expectations for the children in her care. She has a secure knowledge of the progress children are making in their learning. For example, she observes children's achievements in their play on a regular basis to monitor their progress. She then assesses their development so she can plan future play experiences. Consequently, children are making good progress towards the early learning goals and are acquiring the skills required to help them be prepared for the next stage in their learning. The indoor and outdoor environments are organised so they contain resources which are appropriate and easily accessible to children. For example, low-level storage units enable children to select their favourite toys to play with and they confidently pull out a toy box with the cars in. Their mathematical development is promoted as they delight in counting the cars and the childminder talks about which is the biggest and the smallest. Children

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who attend

put the cars in a row, have races and talk about which car was first and which one came second. Play space is planned so it can be used flexibly and a varied range of activities is provided that take account of the prime and specific areas of learning. There is a balance of child-initiated and adult-led play experiences which encourages children to be active learners.

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who attend

The childminder ensures children's achievements are regularly discussed with parents. They have opportunities to see their children's development books, called learning journals, at any opportunity. For example, the childminder sends the child's learning journal home with parents on a regular basis and parents are made aware they can look at them at any other time as well. Opportunities for parents to consistently contribute information to the journals about children's learning at home are not yet fully embedded to support children's learning to the very optimum.

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

The childminder encourages children to develop healthy lifestyles. For example, children receive a balanced diet with nutritious snacks and meals; she regularly talks with the children about the benefits of healthy foods, such as fruit and vegetables. Children adopt healthy hygiene practices and are learning about personal care routines. They know they must wash their hands prior to eating or after playing outside. However, opportunities for children to develop an understanding of the importance of these to promote good health are not fully maximised. Plenty of fresh air and exercise keep children fit and develops their confidence in all aspects of physical development. They are learning that exercise can be fun as they enjoy attending regular music and movement classes with the childminder. Playing in the garden and regular visits to children's parks are also favourites and further promote children's fitness.

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

Children develop a good awareness of safety issues and how to stay safe. For example, when going outside to play in the garden children are sensitively reminded by the childminder why it is important to be careful when going down the steps. When out, they learn about road safety and how to cross the road safely. Positive relationships between the childminder and parents enable children to feel settled in the childminding environment. Consequently, children feel secure in their surroundings and are confident in their play. The childminder spends time ensuring settling-in sessions with new children are purposeful; she gathers information from parents to ensure children's individual needs are met.

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

Children display a happy demeanour and show through their behaviour they feel secure. The childminder boosts children's self-esteem by using regular praise and encouragement. For example, she claps and praises children when they successfully build a tall tower using connecting bricks. This helps children to develop a sense of achievement. Children are supported in their play; they are learning how to share and take turns and are developing an understanding of how their behaviour can have an impact on others. This develops children's growing independence and cooperation and helps to prepare them for transitions in their life, such as changing settings or moving on to nursery or school.

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provision

The childminder is fully aware of her responsibilities with regard to child protection and children's welfare is fully promoted. She has a good understanding of safeguarding issues and has recently completed a safeguarding children training course. She also has an informative written policy in place which details what action she would take if she did have a concern about a child in her care. The childminder maintains a safe and secure home and undertakes risk assessments to ensure that she minimises potential hazards and keeps children safe.

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provision

The childminder has a secure knowledge of the Early Years Foundation Stage and its requirements and this is reflected in her good practice. She is keen to sustain continuous improvement and monitors the quality of the service she provides. For example, she has a good overview of the educational programme as she closely tracks children's progress across all of the areas of learning. The views of parents and children are sought to ensure they are happy with the service provided and feedback is very positive. The childminder shows a commitment towards professional development and she has completed several early years courses and workshops to continue to develop her knowledge. In turn this will continue to enhance the quality of care and learning for children.

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provision

Purposeful relationships between the childminder and parents help to ensure children's individual needs are met. She works in partnership with parents to provide an inclusive environment. The childminder demonstrates a positive attitude and awareness to working in partnership with others, such as liaising with other early years settings to promote the integration of care and education. Links with a local children's centre have been made and she is a member of a childminder group.

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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 EY453376 Local authority Luton Inspection number 891222 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 1

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Name of provider

Date of previous inspection not applicable

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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

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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