Childminder in Central Bedfordshire

Inspection date

Previous inspection date 15/05/2013 13/01/2011

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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 develop good literacy and communication skills because the childminder provides opportunities for them to extend their confidence with language, and activities to encourage them to share books and stories.  Children develop good self-esteem and form strong attachments because the childminder takes account of the care plans and information provided by parents to help children to settle and meet their needs.  The childminder uses successful strategies to include parents in observing and assessing children's learning. As a result, the partnership supports children's good progress.  The childminder works closely with parents and other settings to prepare children for any move to, or within, other settings. Consequently, children thrive and their learning is fostered.

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It is not yet outstanding because

 There is scope to involve children in the planning and preparation of activities, and to give them time to explore shape and measurement, and solve problems. Therefore, children are not consistently making decisions about how to approach a task, solve problems, or become familiar with mathematical concepts.  Opportunities for children to gain a greater awareness of the wider diversities of society and the world around them are not 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 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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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child aged 15 years in a house in a village close to Dunstable, Bedfordshire. The whole of the ground floor of the childminder's home is used for childminding and there is an enclosed garden available for outside play.

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Information about the setting

The childminder attends activity groups and centres on a regular basis. She collects children from the local schools and pre-schools. There are currently five children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder provides care for children who speak English is an additional language. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 plan first hand experiences and challenges appropriate to the age of the children, and support them to begin to solve problems. Use everyday language within activities to talk about size, length and quantity, to maximise opportunities to use simple mathematics

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

 broaden the educational opportunities for children to understand the world, local community, and society around them by providing opportunities for them to investigate families, communities and traditions.

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who attend

Children are enthusiastic and motivated to learn because the childminder offers activities to them that are closely matched to their ongoing interests and build on events that take place. For example, children represent their experiences in play, such as role play with baby dolls, where they care for them and copy the childminder's actions with babies in the setting. Young children develop dexterity as they dress and undress the dolls. They talk about the colours of the clothes, including pink and purple, and begin to judge sizes as they predict which clothes will fit the dolls. They eagerly explore books and stories alone, and experiment with their emergent language as they make up stories from within the books to tell to their dolls. The childminder skilfully observes the children and offers suggestions where appropriate for the play. She asks relevant questions to help them to think about what they are doing. Children select books to share with the childminder and

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who attend

listen intently as she reads rhymes to them. In turn, children read books to the childminder telling her about how to be safe on the roads and enhancing their knowledge of personal safety. Children recall events that they have undertaken on previous days showing an understanding of past and present events. For example, they talk about the fun they had baking and using the craft materials. This broadens their language and thought processes. Younger babies respond to music and toys that are operated by buttons and switches. They make vocal sounds in response to the attention paid to them by the childminder and other children. Babies show their contentment in the care of the childminder as they move their whole body to the sounds that they enjoy.

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who attend

The childminder knows the stages of learning and development of the children in her care because she uses detailed observation and assessment to gauge child's progress. The childminder matches her observations to the Development Matters in the Early Years Foundation Stage guidance. She also uses an online system to help her to closely monitor progress and ensure that next steps identified are suitable for each child. The childminder works closely with parents. She asks parents to complete a summary of children's development to enable her to incorporate their knowledge and build on the learning at home. The childminder is prepared to complete the progress check at age two for children; this is to be shared with parents, and other settings, to support children's learning. The childminder reflects on her planning and evaluates her daily practice to ensure that she offers a broad range of activities to meet children's interests. She

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who attend

introduces children to their local community because they make daily excursions to local settings and activity groups. Some resources are held to promote children's interest in each other's, and other, cultures. The childminder takes steps to obtain information about the cultural events that take place in children's lives and helps children to complete some craft works related to popular festivals. She works with parents to gather information about their home language and cultural expectations to help her provide appropriate support for young children who speak English as an additional language. However, activities, resources and the wider community are not used regularly, and to the full, to promote children's greater awareness of the wider diversities of society or each other's culture and family.

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who attend

Children readily take part in planned activities, such as making a mobile showing their favourite play activities. They talk with the childminder about their favourite activities and examine the photographs, taken previously. This helps them to develop good self-esteem. Children match the pairs of photographs and follow simple instructions to stick them together before attaching them to crossed sticks, from which they hang. Children are proud of the end result and show great satisfaction when they follow instruction. However, they do not take part in planning and preparing the activity, nor are they given time to make considered choices and solve problems for themselves. For example, when they cannot attach the individual hangings, they are not given time to think of alternative ways to attach them, such as the use of sticky tape. This limits their persistence and their learning by trial and error. The childminder listens carefully to children and this supports

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who attend

their confidence with language and extended vocabulary. They talk about their feelings which helps them to understand that they are valued. However, the associated learning, such as discussing the shapes and sizes of the pictures, or thinking about the length of wool needed to hang them, is not fully explored. This means that children do not yet fully explore mathematical language. Children have access to a broad range of resources. They make free choices for play within the daily routine and explore the natural world around them. The childminder provides an environment within which children have opportunities to be active and explore new experiences. This lays the foundations for children's future learning and eventual move to school.

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

Children feel secure with the childminder and eagerly talk about their news from home or discuss the events of the previous day. The childminder works closely with parents and is fully informed about the children's lives at home and any relevant aspects of care. For example, settling-in arrangements for each child are conducted at a pace suitable for each child and family. As a result, children form good attachments. The childminder ensures that children are well-supported through any transitions to other settings. Children become familiar with the local pre-school, nursery and school because they accompany the childminder when taking or collecting other children. The childminder adheres to introductory programmes for children to other settings and plays a key part in identifying any arising difficulties that children encounter. Where necessary she adapts her care to accommodate any extended transition periods for children. She works closely with key

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

persons to share relevant information and adds to the ongoing topic interests of children in her home. As a result of these steps, children are ultimately secure and well-prepared for transitions both to and within, other settings.

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

Children are kept safe on the premises because the childminder completes regular assessments of risk. Children take part in emergency evacuation procedures and practise road safety awareness each day when in the community. They gain a very good awareness of how to keep themselves safe because the childminder introduces associated learning to the routine safety events. For example, children enjoy reading 'Frances the Firefly' with her, each time they practise the emergency evacuation. This book helps children to reflect on other aspects of safety ,such as, road safety, safety with matches, and how to respond in an emergency. As a result, they learn to make considered decisions to keep themselves safe.

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

Children behave well and receive consistent and positive behaviour management that helps them to develop good self-esteem. Children help the childminder to care for younger babies and, therefore, they develop empathy for others. Children are well-nourished. The childminder displays a meal plan, which covers two weeks, to meet all individual needs and include all main food groups. Parents provide a packed lunch for children while the childminder provides the main cooked meal each evening. Children take part in growing some foods in the garden and they visit the garden centre together to buy herbs which they later plant in the garden. This activity helps them to consider the source of the foods that they eat. Children have access to the garden, and several regular activity groups, where they explore large physical movement. Hence, their good health is promoted.

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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 involves parents in all aspects of children's learning by providing a weekly summary diary of activities undertaken. She shares her observation and assessment records with them and they provide a written summary of development for their children which enhances the consistency of approach. The childminder discusses with parents the progress check at age two and will share this as appropriate. She understands how to continue developing her provision and reflects on the care that she provides. The childminder has completed all previously set recommendations thus demonstrating a positive attitude towards improvement. She has completed a detailed self-evaluation form and identified areas for

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provision

further development. Parents comment that they have, 'no hesitation in recommending her services to others' and that the 'childcare is second to none'. The childminder seeks parental opinion regularly to add to her reflective practice. Consequently, she is able to demonstrate a drive for improvement and continued good provision for children.

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provision

The childminder's understanding of safeguarding is robust and she ensures that children's welfare is assured. A large range of procedures and policies, shared with parents, underpin her professional practice. She maintains a clear written procedure for safeguarding and makes sure that she updates her knowledge on the current procedures for safeguarding children regularly. As a result, children are protected and clear information is provided for parents thereby supporting the partnership. The detailed risk assessments ensure that children are safe. In particular, the assessment of risk for outings is very detailed and effectively protects children.

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provision

The childminder is not currently caring for any children with specific identified needs. However, she is fully aware of the importance of working with other professionals where necessary. The childminder is able to draw on previous care, wherein other professionals provided support for children, to assist with any identified programme to support children. Hence, she is able to support families where necessary. The childminder works very closely with schools and pre-schools that children attend to ensure that children are supported and prepared for any transitions that take place. She demonstrates a good understanding of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. She implements robust methods of observation and assessment, and demonstrates clear knowledge of the characteristics of learning. As a result, children make good progress. These clear links ensure that consistency of learning

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provision

is promoted. Children in this setting have a positive experience that forms a very good base for continued development and well-being.

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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 EY263778 Local authority Central Bedfordshire Inspection number 877573 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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