Childminder in Bedford

Inspection date

Previous inspection date 04/06/2013 13/10/2008

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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

 The childminder is sensitive to children's needs and they form secure attachments with her. Children are, therefore, happy, settled and eager to play and explore, supporting them in developing positive attitudes to learning. This means that they are well prepared for school and future learning.  Children's development is consistently promoted through their play and activities as the childminder organises her work and the daily planning well. She has a good awareness of how children learn and a thorough understanding of the Statutory framework for the Early Years Foundation Stage.  Children's learning is extended as the childminder provides information and resources to aid parents in continuing this at home. This particularly supports children in developing their use of English and their enjoyment of reading.  Children's enjoyment of their time with the childminder is enhanced as she ensures that

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This provision is good

the environment is welcoming and stimulating. This is supported by her positive attitude to continuously evaluating and improving her practice.

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It is not yet outstanding because

 The childminder's assessments of children do not make maximum use of updates from their parents in order to enhance activity planning.  Children's wider understanding of the relevance of healthy lifestyle practices, such as hygiene and the effects of exercise, is not promoted to the full.

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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.

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Inspection activities

 The inspector talked with the childminder and the children present and observed activities with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, the childminder's self-evaluation information 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 given in their written feedback to the childminder.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged four and eight years in a house in Kempston, Bedfordshire. The whole of the property and the rear garden are used for childminding.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. The childminder supports a number of children who speak English as an additional language.

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Information about the setting

The childminder sometimes works with an assistant. There are currently three children on roll, one of whom is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. 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:

 enhance the assessment procedures by offering additional opportunities for parents to share information about their child's learning and development at home

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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 hygiene and physical exercise.

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who attend

The childminder pays attention to ensuring that children are happy and secure in her home. She attends additional training and has studied the Statutory framework for the Early Years Foundation Stage so that she has a confident knowledge of this. She also has a clear understanding of how children learn as they play. This means that children's development is consistently promoted and they are supported in making good progress. The childminder's sensitive interaction with children enhances their enjoyment and further extends their learning. For example, young children have time to explore wooden bricks before the childminder encourages them to name the colours and to determine which type of structure balances best. Good procedures to gather initial information from parents enable the childminder to assess children's starting points, understand their needs and track their progress. The generally good communication with parents means that they have opportunities to share

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who attend

daily news about their children and regularly view their child's assessment files. However, the assessment procedures do not take full account of all updates from parents about how their child has been learning and developing at home. Consequently, the childminder is not able to include this extended range of information in her planning and so promote children's development to the optimum. The childminder offers practical ideas and guidance to parents so that they can continue their child's learning in the home environment. For example, she provides information about language development and books for parents to read with their children, thus promoting the extension of children's vocabulary and their early interest in reading.

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who attend

The childminder's practical observations and assessments of children are actively used to inform the planning. This ensures that children are offered play opportunities that appeal to them and promote their development across all areas of learning. Children enjoy participating in adult-led activities and are also encouraged to develop their own play. This offers them opportunities to explore and play independently and to work in a structured environment. Therefore, they are well prepared for school and future learning. The childminder makes good use of the guidance in the Development Matters in the Early Years Foundation Stage to support her in monitoring children's progress.

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who attend

Children participate in a wide range of activities that promote their physical development. For example, they develop finer skills as they learn to manipulate puzzle pieces and play a musical keyboard. The childminder's thoughtful planning means that children are offered creative opportunities to learn about other cultures and ways of life. For example, they read books and participate in discussions about different abilities and enjoy looking at souvenirs and artefacts from other countries.

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who attend

The childminder supports children well in developing the skills they need in order to learn effectively. They participate in activities that stimulate their curiosity and encourage them to explore. For example, they become engrossed as they put items in a bowl of water to look at which ones sink and float. Thoughtful planning and the good use of daily learning opportunities mean that children's learning is further extended. For example, they learn about the environment as they help sort items for recycling and take these to the local recycling centre. Children develop good language and communication skills as they are supported in extending their vocabulary. For example, picture card games encourage young children to learn and understand new words. Children who use English as an additional language are supported well by the childminder. She respects their home language and works with parents to assess the child's development in this before planning

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who attend

how best to support their development of English.

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

The childminder gathers a wide range of information from parents about children's needs and interests. This aids her in planning effective activities and daily support for each child. Toys and resources are clearly organised and easily accessible to children, encouraging them to make independent choices and determine their own play. This supports them in developing necessary skills for future learning and also prepares them well for the transition to pre-school, nursery or school. This is further supported as the childminder takes care to ensure that they are familiar with these environments and so feel more comfortable when they start.

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

New children quickly settle because the childminder ensures that she understands their needs, preferences and normal routines. Home visits before children start, further support her understanding and means that both children and parents feel comfortable and reassured. On the occasions when an assistant is used, the childminder makes sure that she communicates well with them. Consequently, they are aware of children's needs and have a consistent approach to all areas of their work. This supports children in forming secure relationships with each of the adults. Children learn to manage their behaviour as the childminder offers them clear explanations and discusses this with them. She encourages them to share the toys and to think about how their behaviour affects others.

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

The childminder takes care to ensure that children feel welcome in her home. For example, each child has their own folder where they can choose to keep special pocket toys and artwork they have completed. The childminder is attentive and demonstrates that she values each child as an individual. Children respond to this and learn to understand and value each other. They are supported well in developing their self-care skills. For example, young children learn to feed themselves. Children gain a clear understanding of the importance of some healthy lifestyles. For example, their knowledge of healthy eating is promoted as they discuss this and participate in associated cooking activities. However, their understanding of the relevance of healthy practices, such as, hygiene and the effects of exercise, is not always promoted to the optimum in order to give them a full knowledge of this area. Good daily practice and ongoing discussions help children develop a thorough

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

understanding of safety. For example, they learn to use the large play equipment at the park safely and competently.

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provision

The childminder is conscientious and sets high standards for her childcare. On the occasions that she uses her assistant, she monitors their work to ensure that this is consistent and of good quality. She regularly reviews her procedures, ensuring that these meet the requirements of the Statutory framework for the Early Years Foundation Stage and support her in promoting children's health, welfare and safety. The childminder has a positive attitude to improving her practice. She attends additional training and puts her new knowledge into practical use in her daily work. She evaluates her practice, seeking feedback from children, parents, other professionals and her assistant to inform this. Therefore, she has a good overview of her strengths and weaknesses and plans relevant changes that improve the provision for children. For example, recent changes include the addition of new resources to ensure that children continue to be offered a wide choice of

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provision

play opportunities that promote their development. The childminder carefully monitors children's progress. Clear plans for working with other people caring for the children enable her to work in partnership with them. For example, she exchanges assessment information with another childminder so that they can work together to promote children's welfare and development. The childminder's attendance at local children's centres gives her a good understanding of the role of other professionals. Therefore, she could seek further help for children should the need arise. Her effective procedures for working with parents mean that they are well informed of their child's progress and activities. For example, the childminder completes detailed daily communication sheets for each child.

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provision

Children's welfare is consistently promoted as there are thorough safeguarding arrangements. The childminder attends additional training in this area and renews this regularly. She also ensures that her assistant fully understands the safeguarding procedures. They, therefore, have a good understanding of the process to follow should they have any concerns about a child. Thorough risk assessments are regularly reviewed and ensure that that the childminder's home is safe and secure. Therefore, children play happily and safely and have a positive childcare experience that forms a sound platform for their future learning.

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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 EY372377 Local authority Bedford Borough Inspection number 878654 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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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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