Childminder in Luton

Inspection date

Previous inspection date 15/05/2013 Not Applicable

p.1

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

p.1

This provision is good

 The childminder gets to know each child well and develops very close and trusting relationships with them. This means children are happy and settled in her care and feel very much part of the family.  Children communicate with confidence because the childminder clearly models language and uses open questions to encourage their listening, understanding and speaking.  The childminder has a good understanding of how children learn. She supports all children to make good progress through providing a wide range of activities which follow children's interests. This means children are motivated and keen to learn in this inclusive and welcoming setting.  Children's safety and welfare are promoted very effectively by the childminder. She makes sure her home is kept clean and safe which protects children's health and keeps them safe from harm.

p.1

It is not yet outstanding because

 The garden is not used to its full potential all year round to extend and enhance children's learning.  Opportunities for children to develop their creativity and explore sensory experiences are not maximised.

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 living room.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector looked at a range of documentation including children's development records, a selection of policies and children's records.

p.2

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 two children, aged nine years and 12 years, in a house in Luton, Bedfordshire. The whole of the ground floor and the rear garden are used for childminding. Her husband is also a registered childminder and they work together at the property. Both have equal responsibility for the childminding practice.

p.3

Information about the setting

The childminder is able to take and collect children from local schools, nurseries and pre- schools. There are currently seven children on roll, including one in the early years age group. The childminder operates all year round from 7am to 7.30pm, Monday to Friday, except bank holidays and family holidays.

p.3

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

 encourage and enhance children's creative and sensory development, by for example, maximising opportunities for children to explore colour and texture

p.3

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

 extend opportunities for children to play and enhance their learning in the outdoor play environment.

p.3

who attend

The childminder provides a well-balanced educational programme, based on children's needs and interests. She knows the children well and clearly identifies how to build on what they already know and do. This means children have an enjoyable time in the childminder's care and are confident as they move around the home, selecting toys and engaging in a variety of play experiences. She has high expectations for the children in her care and the support children receive is personalised to meet their individual needs. The childminder's detailed and effective planning and assessment ensures children make good progress in their learning and development. Consequently, children are acquiring the skills required to help them be prepared for the next stage in their learning. Information gathered from parents when children first attend is used effectively to establish children's starting points and the childminder plans children's learning accordingly. She ensures

p.3

who attend

children's achievements are then regularly discussed and parents have opportunities to see their children's development books whenever they wish to. This allows parents to take an active role in their child's learning and ensures children's learning is effectively supported.

p.3

who attend

The childminder works closely with her co-childminder to ensure adult-led and child- initiated activities are well balanced. Children have an enjoyable time and participate in a range of activities and play experiences which take account of the prime and specific areas of learning. They have many opportunities to express themselves creatively. For example, they concentrate hard when drawing with crayons and enjoy making long wavy lines which they describe as 'railway tracks' for their imaginary trains to travel on. Children have fun exploring some different media and materials, such as play dough although opportunities for children to use all their senses to engage in a varied range of messy play activities have not yet been fully explored.

p.4

who attend

Children enjoy songs and rhymes and join in with the actions when singing, 'twinkle, twinkle little star'. The childminder fosters children's language development as she engages children in conversation, asking open-ended questions. They have great fun when looking at the pictures in a book together and talk about what they can see. The childminder repeats individual words and praises children when they repeat the words back. This also reinforces children's mathematical development as they talk about different shapes and count how many people they can see in the book.

p.4

who attend

The indoor environment and the presentation of resources enable children to make independent choices in their play. On arrival at the setting children eagerly take the initiative seeking out their favourite toys to play with. The childminder understands the importance of outdoor learning and children benefit from regular opportunities to play outside. For example, they enjoy visiting the local children's park. Children regularly use the garden but the area is still under development and is not fully effective as a place for high quality learning experiences.

p.4

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

Positive relationships between the childminder, co-childminder and parents enable children to feel settled in the childminding environment. Consequently, children feel happy and safe in their surroundings and are therefore confident in their play. All children and their families are welcomed into the childminding environment and the childminder knows each child well and makes sure they receive individual attention. This helps children develop secure attachments with the childminder and her family and helps aid transitions, such as, when new children are settling-in. The childminder works flexibly and this means children settle at their own pace. Through discussion children learn how to behave and regular praise and encouragement from the childminder develops children's self-esteem and sense of achievement. She is a good role model and encourages good manners as she gently reminds children to say please and thank you. Children are supported effectively and are

p.4

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

encouraged to share and to take turns and are beginning to understand 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 starting school or nursery.

p.4

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

Children's well-being is promoted as the childminder takes time to talk and listen to what children have to say and this helps children to feel valued. She is calm and patient with them and responds effectively to their requests. The childminder understands the importance of providing children with an environment where they feel safe and secure and confident to try new experiences. Children are confident to explore and investigate the familiar surroundings but also enjoy returning to the childminder to show her toys. Children develop a good awareness of safety issues and how to play safely. For example, children are sensitively reminded by the childminder not to throw toys inside as they may hit someone and hurt them.

p.5

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

Children follow regular routines that help them to learn about good hygiene practices and the importance of personal care routines. For example, they know they must wash their hands prior to eating. Through discussion they learn about how to stay healthy, such as talking about why they must not eat food that has fallen on the floor. Children learn about healthy diets and the benefits of eating nutritious foods and the childminder works hard to ensure children receive a healthy, balanced diet. Children participate in a variety of physical play activities which promotes their physical development and the childminder teaches children about the positive benefits of engaging in physical exercise. For example, they talk about the importance of walking and the impact it has on their bodies. Children enjoy fresh air when they take part in daily exercise, such as visits to the park to play on the swings or slide. There are opportunities for children to play in the garden with balls

p.5

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

and hoops. Music and movement sessions also promote children's physical development as they learn that exercise can be fun.

p.5

provision

This is the childminder's first inspection since registering and she is committed to fully implementing the requirements of the Statutory Framework for the Early Years Foundation Stage. She has worked hard to ensure she has a secure knowledge of the framework and this is reflected in her good practice. She works in close partnership with her co- childminder, who is her husband, they work extremely well together as a team. Good organisational skills along with effective monitoring systems help ensure the childminder provides a quality service. For example, a self-evaluation system has been introduced and the childminder is fully aware of her key strengths along with areas for further enhancement. Close monitoring of the educational programme, through the use of a tracking system, also helps to ensure children are making good progress in their learning. The childminder understands the importance of professional development. She previously

p.5

provision

obtained a childcare qualification at level 3 and has several years experience working in other types of early years settings. She wishes to complete further training to develop and extend her knowledge further and to maximise opportunities for children.

p.5

provision

Children are safeguarded and their welfare is protected. The childminder is fully aware of her responsibilities with regard to child protection and understands that the welfare of children is paramount at all times. A safeguarding policy is in place and the childminder knows when and how to report concerns to the appropriate agencies. The property is safe and secure and the childminder ensures that any hazards are identified in and out of the home and that appropriate action is taken to reduce the risk of accidental injury.

p.5

provision

The childminder values the positive relationships she has with parents and the contribution this makes to ensuring that children's needs are met well. She shares a good range of policies with parents and keeps accurate records to support the safe and efficient management of the setting. She works in close partnership with parents to provide an inclusive environment, with effective communication systems to share information. The childminder liaises with other early years settings children in her care attend, such as the local school, to support their needs. Also, links with a nearby children's centre have been made and very good partnership working with the local authority early years consultant supports the childminder and promotes children's care, learning and development.

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 EY452688 Local authority Luton Inspection number 893311 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.8

Name of provider

Date of previous inspection not applicable

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