Childminder in Central Bedfordshire

Inspection date

Previous inspection date 04/06/2013 22/11/2010

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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 thrive in their health and physical development because the childminder works closely with parents to offer a nourishing diet and plans outdoor, active learning each day.  Children develop good self-esteem and form strong attachments because the childminder follows their personal routines closely and provides an environment within which they have their own space.  Children's learning and development is closely monitored through precise assessment. Consequently the planning is focused and leads to good development for children.  The childminder uses highly successful strategies to engage all parents in their children's learning and thus learning is extended into, and from, the children's own homes.

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It is not yet outstanding because

 Children are not consistently given maximum opportunity to extend their language and understanding as they play and take part in planned activities.  Opportunities for children to gain a greater awareness of the wider diversities of society and the world around them are not fully explored.

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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 and her assistant.  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, evidence of suitability of household members, and a range of other documentation, including the safeguarding procedures.  The inspector took account of the views of parents, as recorded in reference letters.  The inspector reviewed the providers hardcopy self-evaluation form.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged five and seven years in a house in Leighton Buzzard, Bedfordshire.

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Information about the setting

The whole of the ground floor of the childminder's home is used for childminding. The first floor bedrooms are used for sleeping children. There is an enclosed garden available for outside play. The family has two chickens. The childminder attends social and activity groups. She visits community parks, farms, museums and libraries on a regular basis. The childminder collects children from the local schools and pre-schools.

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Information about the setting

There are currently ten children on roll, eight of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 6am to 6pm, Monday to Friday, except family holidays. She works with an assistant. She is a member of the Professional Association for Childcare and Early Years.

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

 help younger children to broaden their vocabulary, and their understanding, by consistently using talk to describe what they are doing and talk with children to help them to make links between their actions and words

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

 enhance 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 is responsive to their self-initiated play and activities. For example, when children fetch books and bring them to the childminder she quickly responds and asks them if they want to read the book. The children settle comfortably onto the sofa with the her and show good concentration as they turn the pages one-by-one. The childminder uses the stories to build on previous learning. For example, she asks the children if they can remember the name of the animals in the book. Younger children growl and roar like a lion and the childminder quickly praises them and reaffirms that it is a lion. This praise and reinforcement fosters children's self-esteem and eagerness to learn. Children begin to take turns as they turn the pages or choose the books to read. The childminder introduces the youngest children to initial sounds and letters by, for example, emphasising the 'B' for 'Bob the Builder'. She

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who attend

encourages them to copy the sounds to help them to begin exploring language. This enhances their engagement and motivation to learn and aids their preparation for transitions to new settings.

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who attend

Younger children love to explore in the garden. They help to feed the chickens and the childminder describes what they are doing to help them to extend their vocabulary. Children begin to use sensory and tactile play activities, such as sand and water, to experiment with different media, materials and textures. The children make free decisions about their play and move between the slide, see-saw, and large car. The childminder is attentive to their changing interests. She offers some reminders about safety, and helps them to get on and off of the see-saw, or in and out of the car. However, while the childminder is very attentive and talks with the children she does not consistently use talk to describe what they are doing or help children to make links between their actions and words. This means that their communication and language development is not always maximised. The childminder introduces children to their local community because they

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who attend

make excursions to local groups and many indoor and outdoor venues. Some resources and activities are used to promote children's interest in the wider society. However, activities, resources and the wider community resources are not used to the full, to promote children's greater awareness of their local or wider diversities of society.

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who attend

The childminder demonstrates a good understanding of the Statutory Framework for the Early Years Foundation Stage and has established thorough observation and assessment systems. The childminder knows the stages of learning and development of the children in her care and monitors children's progression closely. Each week she meets with her assistant and together they review children's progress and identify objectives for the forthcoming week together with activities to support those aims. The childminder completes a summary of development for each child that covers the prime and specific areas of learning every term. The next steps for the new term are identified. Parents are extremely involved within the observation and assessment processes. They help to form the starting points for children and contribute towards the planned learning. For example, they are provided with a notepad to write down any achievements that children make in

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who attend

the home; these are checked daily by the childminder. The observations made by parents are added to their files and used to plan for activities to promote further progression. As a result of the observation and assessment, and the steps taken to involve parents in the planned learning, children make very good progress. The childminder is aware of the progress check at age two for children and plans to introduce this at the appropriate time. She provides an environment within which children have opportunities to explore, learn actively, and think critically. This lays the foundations for children's future learning and transitions to, or within, other settings.

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

Children feel very secure with the childminder and involve her in their play. She is attentive and offers children both appropriate support and independence. As a result children develop good self-esteem. The childminder is supported by an assistant and they both work closely with all children present. Consequently children make strong relationships in the household. The childminder ensures that she works closely with parents. Children feel settled and secure because daily routines are adapted to meet individual information and patterns of care as provided by the parents. For example, they have set sleep patterns and times for snacks and meals that are dictated by the parents. Each child has their own cot and bedroom for sleeping and this helps them to feel secure, happy and settled. The childminder provides the support needed to help younger children to become independent and meet their own needs. Children can hang up their own coats

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

on low-level hooks and have identified drawers for their personal belongings. They make free choices from the broad range of play materials that are accessible to them. As a result of these steps, children from an early age are prepared for school or transitions to other settings.

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

The childminder uses methods that help children to understand their own behaviour and feelings. As a result children learn to think about how they affect others. For example, children help to develop the house rules that are then displayed as a consistent reminder during the day. From time-to-time the childminder carries out activities with children that help them to focus on acceptable and kind behaviours. For instance, child sit together and think about what is good and kind, and what is not, and write these actions onto a large piece of paper. This visual aid helps to reinforce children's understanding of their behaviours and their own feelings, and how they affect others. As a result, they are prepared for any move onto school where they work in a larger social group. Children are very well nourished. The childminder works closely with parents to ensure that she is providing a balanced diet that promotes health. For example, on occasion she asks

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

parents to complete a food diary over a two-day period that includes food, fluids and quantities that their children eat. This helps her to plan her menu to accommodate each child's needs and preferences. Children are physically active. The childminder incorporates outdoor play and the exploration of community parks into her planning. Hence, their good health is well-promoted.

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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 risk assessments to minimise hazards for children. Children begin to develop awareness of their own safety through regular discussions and younger children receive regular reminders about playing safely. Children practise road safety each day and take part in the planned emergency evacuation. Older children review the rules for walking safely to and from school each day and, when they correctly identify all the rules, receive a sticker to recognise their achievement. Consequently, children explore practical methods that help them to understand risk and their own understanding of safety is explored.

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provision

The childminder sets good standards for the quality of care that she offers. All documentation and procedures, as required by the Statutory Framework for the Early Years Foundation Stage, are in place. The childminder shares a range of policies with parents to underpin the professional relationship. Parents are fully involved in the day-to- day care of their children and value the methods of communication open to them by the childminder. They appreciated, 'the communication throughout the day when settling in via text and photos showing that (child) was content'. Several parents also state that the care provided is outstanding and that they are fully involved with the learning and development of their children. The childminder completes detailed reflective practice to continue to develop the care provided. She updates her knowledge by seeking and completing a vast range of training. The childminder monitors the work of her assistant

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provision

and ensures that he has the knowledge and understanding to maintain her standard of care. This is achieved through training, by reviewing all policies and procedures, and by the weekly meeting to review activities and plans. Consequently, the childminder is able to demonstrate a drive for improvement and continued good provision.

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provision

The childminder has a robust understanding of safeguarding and she ensures that children's welfare is assured. A clear written procedure for safeguarding is shared with parents and the childminder updates the referral procedures for any concern as required. The policy for safeguarding includes the procedure for allegations against the childminder, her assistant or other persons in the home. The use of mobile telephones and cameras is not permitted in the setting. The childminder closely monitors all visitors to the setting and a visitor record is maintained to ensure transparency. The childminder implements thorough procedures that protect children when they are away from the home and uses detailed risk assessments. As a result, children are safe both within, and outside of, the home.

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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 understands how to work with other key persons, when children attend other settings, to ensure a consistency of approach in learning and development. Observation and assessment development files, and written summary assessments, are shared with parents and with other settings as appropriate. This supports transition to other placements. The childminder 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 good base for continued well-being, learning and development.

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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 EY411702 Local authority Central Bedfordshire Inspection number 879723 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 10 Number of children on roll 10

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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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