Childminder in Central Bedfordshire

Inspection date

Previous inspection date 08/04/2013 18/06/2010

p.1

early years provision

This inspection: 2 Previous inspection: 2 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

p.1

This provision is good

 Children are settled and secure because the childminder makes sure she knows about their needs and interests, sharing this information with her assistants. Children are enthusiastic about their play and have positive attitudes. They are, therefore, well- prepared for their future learning.  Thorough assessments and individual activity planning ensure that children are offered a wide variety of activities that are based on their interests and developmental needs. This means that they are fully engaged and their learning and development are promoted.  The childminder has a thorough understanding of the Early Years Foundation Stage and offers consistent support and guidance to her assistants. They, therefore, work together to promote children's learning through their daily play and structured activities.  Children are supported well in learning new vocabulary and in participating in discussions. Their language and communication skills are, therefore, well promoted,

p.1

This provision is good

enabling them to express their ideas, needs and opinions.

p.1

It is not yet outstanding because

 Opportunities for children to gain a greater awareness of the wider diversities of society are not fully explored.  Children's wider understanding of the relevance of healthy lifestyle practices is not promoted to the full.

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

p.2

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.

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 house and talked with the childminder and her assistant.

p.2

Inspection activities

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

p.2

Inspection activities

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

p.2

Inspection activities

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

p.2

Information about the setting

The childminder was registered in 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, two adult children and two children aged nine and two years in a house in Sandy, Bedfordshire. The whole of the property and the rear garden are used for childminding. The family has two rabbits.

p.3

Information about the setting

The childminder attends a toddler group and visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. She provides funded early education for three- and four-year-old children. The childminder is registered to work with an assistant.

p.3

Information about the setting

There are currently seven children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She holds a childcare qualification at level 3 and is a member of the Professional Association for Childcare and Early Years.

p.3

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

p.3

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

 build on the opportunities for children to increase their awareness of the relevance of healthy practices, with particular reference to physical exercise.

p.3

who attend

Children are happy, confident and well-supported by the childminder and her assistants. The childminder has a good knowledge of the Statutory Framework for the Early Years Foundation Stage and supports her assistants well so that they work together to promote children's development. Their good interaction with children further extends and gently reinforces children's learning and development. For example, following a craft activity related to the emergency services, children enjoy playing with associated role play resources. The childminder helps them explore the fire station and they talk about the different emergency vehicles and their favourite fire-fighting characters from books and the television.

p.3

who attend

The childminder works well with parents and has good procedures to gather information from them in order to assess children's starting points. This gives her a good outline of their needs and abilities and enables her to track their overall progress and plan appropriate activities. The childminder's good communication with parents means that they have regular opportunities to share updates about their children. For example, they regularly complete 'parents' consultation forms' and 'working together' sheets that detail their child's interests and activities at home. Each child's individual planning sheets include ideas for activities that parents and children can do at home. Parents are, therefore, well supported in extending their child's learning in the home environment.

p.4

who attend

The childminder and her assistants observe children as they play, assessing this information and using it to inform the daily planning. This ensures that children are offered activities that capture their interest and promote their development in all seven areas of learning. Children are encouraged to determine their own play and also participate in adult-led activities. This means that they explore independently and also learn to work in a structured environment. They are, therefore, supported in playing an active role in their own learning and in gaining a good understanding of how to work in partnership with others. This means that they are well prepared for school and future learning. The childminder has practical procedures for monitoring children and checking that they are making good progress.

p.4

who attend

The childminder supports children in developing the skills to learn effectively and to achieve well. Her positive role modelling encourages children to explore and solve simple problems. For example, children playing with ice discover how it is made and why it melts. They go on to talk about birds and animals that live in cold climates and enjoy using craft materials to make their own penguins. Children participate in activities that promote their physical development. For example, they develop their balance, control and coordination as they use large play equipment in the garden. Children are offered adequate opportunities to learn about other cultures and ways of life. For example, they enjoy craft activities where they dress paper dolls in traditional costumes from around the world. However, activities and resources are not used to the full to promote children's greater awareness of the wider diversities of society.

p.4

who attend

Children develop good language and communication skills as they are supported in extending their vocabulary and are encouraged to talk about what they are doing. For example, children playing with a tea set are encouraged to describe how they use the kettle to heat the water. They go on to discuss how to make milk shakes and learn new vocabulary, such as 'whisking' and 'frothy'. The childminder's good use of spontaneous learning opportunities means that children's knowledge is further extended. For example, when children make caterpillars using play dough, the childminder encourages them to remember the life cycle of a butterfly. Children are captivated when she extends this by describing frogspawn and how this changes into frogs.

p.4

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

Thoughtful procedures mean that the childminder gathers comprehensive information from parents so that she is aware of children's needs, interests and abilities. This information is clearly understood by the childminder's assistants and enables them to work together to offer children appropriate support, resources and activities. Children's independence is promoted and they are encouraged to explore the resources and initiate their own play. For example, they frequently use the childminder's 'catalogue' of toys available to choose further resources to enhance their play. They are, therefore, well supported in developing the skills required for future learning and are prepared well for the transition to pre-school or school.

p.5

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

The childminder has a thorough understanding of behaviour management. Her good role modelling and sensitive encouragement support children in understanding and managing their behaviour. The childminder works with parents to ensure a consistent approach to this area. This is further supported by a clear written policy covering behaviour management. The policy includes a practical written statement relating to the exclusion of children. This would only be used when all other strategies have been exhausted. New children quickly settle because the childminder ensures that both she and her assistants are fully aware of their preferences and usual routines. Children, therefore, feel comforted and welcome when they see favourite toys as they come into the house. The childminder's good communication with her assistants means that they adopt a consistent approach to all areas of their work. This aids children in forming warm, secure relationships with each

p.5

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

The childminder pays attention to ensuring that she creates a positive environment. She shows children that she has a genuine concern and respect for all. Children respond to this and develop an awareness that everyone has different needs, feelings and views. Children are supported well in developing their self-care skills. For example, they help tidy up and set the table before they sit down for lunch or snacks. Children gain a suitable awareness of the importance of healthy lifestyles. For example, they clean their teeth after lunch and talk about the reasons for this. However, their wider understanding of the relevance of healthy practices, specifically the effects of exercise, is not always promoted to the full. Good daily practice and specific activities help children develop a good understanding of safety issues. For example, they discuss the roles of the different emergency services and learn how to talk to the emergency operator should they ever need to call for help.

p.5

provision

The childminder sets high standards for the quality of care she offers. She monitors the work of her assistants and regularly reviews her procedures, supporting her in promoting children's health, welfare and safety. The childminder keeps clear and thorough records of all children's details. This information is also recorded on emergency cards and these are kept with the childminder at all times, further promoting children's safety. There is a written complaints procedure in place and this includes paperwork to record any complaints and the childminder's response to them. The childminder conscientiously evaluates her daily practice, actively seeking the views of children and parents to inform this. This gives her a good overview of her strengths and weaknesses and enables her to plan and prioritise changes. For example, a recent improvement is the addition of low tables. This means that children play and work at appropriate levels and have improved

p.5

provision

The childminder uses her knowledge of child development and guidance in the Statutory Framework for the Early Years Foundation Stage to support her in monitoring children's progress. Clear plans for working with other people caring for the children enable the childminder to work in partnership. For example, she exchanges assessment and planning information with the local nursery so that they can work together to promote children's learning. The childminder has a clear understanding of the role of other professionals and can seek additional help for children should the need arise. Her good procedures for working with parents mean that children's care is consistent and parents are well informed of their child's activities and progress. For example, activity plans are displayed and the childminder regularly shares children's assessment records.

p.6

provision

Children's welfare is consistently promoted as there are thorough safeguarding procedures. The childminder and her assistants have attended additional training and there are written procedures in place to support this area. They, therefore, have a good understanding of the procedures to follow should they have any concerns about a child in their care. Clear and comprehensive risk assessments cover all areas used by the children and include other safety considerations, such as the use of the car, outings and specific equipment. These ensure that any hazards are minimised or removed and children's safety is promoted at all times. This means that children are able to relax and play safely and have a positive childcare experience that forms a good platform for their future learning.

p.6

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.6

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.

p.7

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.7

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.8

Setting details

Unique reference number EY321497 Local authority Central Bedfordshire Inspection number 908607 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 7

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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.9

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.10

Type of provision

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

p.10