Childminder 105195

Inspection date

Previous inspection date 03/06/2013 19/05/2010

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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 make free choices from the resources, indoors and outside, and, as a result, initiate their own play and learning to make good progress in all areas of development.  Children develop good communication skills because the childminder provides opportunities for them to extend their confidence with language, and shows them that their conversations are valued.  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.  The childminder understands her role and responsibility in regard to safeguarding children therefore they are protected. Policies and procedures, shared with parents, promote consistency and underpin the relationship.

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It is not yet outstanding because

 Children's understanding of safety is not fully promoted to the optimum as part of their daily play, discussions and routines.  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 viewed the areas of the premises and garden used for childminding, observed activities and talked with the childminder and children present.

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Inspection activities

 The inspector looked at children's assessment records, 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 questionnaires.  The inspector reviewed the providers hardcopy self-evaluation form.

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Information about the setting

The childminder was registered in 1997 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three children aged 18 years, 16 years and ten years in a house in Toddington, Bedfordshire.

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Information about the setting

The whole of the ground floor and an upstairs bedroom of the childminder's home is used for childminding and there is an enclosed garden available for outside play. The family has one dog, one cat and one hamster. The childminder attends social and activity groups 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 seven children on roll, five of whom are in the early years age group and attend on a part-time basis. The childminder operates all year round from 8am to 6pm; Monday to Thursday during term-time, and Monday to Friday during school holidays. The childminder does not provide care on bank holidays or during her family holidays.

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

 enhance children's awareness of personal safety by involving them further in everyday routines to judge and identify risks for themselves

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

 extend the educational opportunities for children to understand the world and society around them by encouraging 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 on-going interests and build on their achievements. For example, the childminder plans activities, such as, the 'marble run', to help children to build on their emergent skill with number. Children solve problems as they connect the different sections to make the tunnels and tubes. They count the marbles independently and begin to carry out simple calculations. For instance, they work out how many are left if they place two into the 'marble run', or how many more they need to make the total of five. The childminder skilfully uses the language of thinking and learning to help children to make sense of what they are doing and to find new ways to do things. Children eagerly use books and puzzles, often with finger puppets, to explore new language. They understand that they are valued because the childminder shows them that

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who attend

she is listening carefully when they talk about what they are doing. Young children structure sentences clearly and show good recall as they explain what happens in their favourite story books or what they are seeing in the puzzles as they complete them. The childminder supports this learning by offering children space and time to concentrate when they explore initial sounds and letters. Children are identifying and sounding the letters that make up their names and familiar words. As a result their communication is developed and they are becoming interested in reading and stories thereby enhancing early literacy. These activities prepare children for their future learning within pre-schools and schools.

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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 completes a summary assessment of progress made by children each term, to closely monitor progress and ensure that the next steps identified are suitable for each child. The childminder works well with parents. Daily verbal exchange, together with the summary reports, helps the childminder to work with them to continue fostering good progress. 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

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who attend

interests. She introduces children to their local community because they make excursions to local settings and activity groups. Some resources are held to promote children's interest in each other's and other cultures. Popular celebrations are recognised by completing art work, by tasting unfamiliar foods, and by listening to some music, such as, African drums. However, activities, resources and the local and 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 can choose their own activities and direct the play. They engage in role play in the garden with the tent and hobby horses. Children develop their imagination when they lay on the grass and describe what shapes they see in the clouds in the sky. Children enjoy art activities which include free drawing as well as making hand puppets. They use chalks on the board in the garden to experiment with letters and shapes which reinforces their learning. 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 pre-school or 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 events that take place in other settings that they attend. The childminder works closely with parents and is fully informed about the children's lives at home and any relevant aspects of care. 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 very well-supported through any transitions to other settings. Children become familiar with the school because they accompany the childminder to take and collect other children. The childminder works closely with the school; she visits them to receive advice on how they would like children to be prepared for school, and prepares a summary of assessment to accompany children when they start at school. As a result of these steps, children are ultimately secure and well prepared for

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

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 assessments of risk to minimise hazards. Children practise road safety each day and take part in the planned emergency evacuation. The childminder implements thorough procedures to protect children on outings; they discuss the need to stay close to her when in unfamiliar surroundings. Children begin to develop awareness of their own safety through regular discussions but have fewer practical activities that support them to make independent judgements with regard to personal risk or risks in the home itself. Consequently, children do not fully explore practical methods that help them to understand risk and are dependent on the childminder to minimise hazards. Hence, their own understanding of safety is not yet explored to the maximum.

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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. They are offered consistent opportunities to develop independence and practise self-care skills. For example, the childminder offers children help, if they need it, when they decide to change their tights for socks in warmer weather, or meet their own needs in the bathroom' They tell her, 'No, I can manage myself'. In this way children demonstrate that they are confident in meeting their own care needs unaided. Children enjoy meals and snacks in the home and they grow some foods such as, beans and tomatoes. The childminder makes sure that she discusses any specific needs regarding nutrition with parents and engages in ongoing dialogue with them to monitor children's food and drink intake. As a result children are well nourished. Children have access to the garden throughout the year and enjoy trips to larger spaces

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

such as, the forest or the Downs where they fly kites or build a den. 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 children's learning. She shares her observation and assessment records with them and provides a written summary of development of 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 when the need arises. She understands how to continue developing her provision and reflects on the care that she provides. The childminder has completed all previously set recommendations and therefore, demonstrates a positive attitude towards improvement. She uses a self-evaluation form addressing all inspection headings and identifies areas for further development. Parents

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provision

and children contribute to the evaluation by completing annual feedback review forms. The childminder uses such feedback to continue to extend her practice. Parents comment that they, 'value the variety of activities', and, 'how the children learn to look after themselves'. The childminder sets aside one day each week to attend training and extend her knowledge. Consequently, she demonstrates 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 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 regarding the hazard of overheating in a vehicle, or in very hot weather, demonstrates that the childminder is attentive to the welfare of children in her care.

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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 identified programmes to support children. She has some experience in the use of signing and is able to implement this where necessary to enhance children's language and communication. Hence, she is able to support all children and families. The childminder works 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. The childminder implements robust methods of observation and assessment, and

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provision

demonstrates clear knowledge of the characteristics of learning. As a result, children make good progress. Children in this setting have a positive experience that forms a 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 105195 Local authority Central Bedfordshire Inspection number 919425 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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