Wasik, Monika

Inspection date

Previous inspection date 04/06/2013 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children's safety is promoted because the childminder is vigilant and safeguarding procedures are shared with parents to promote awareness. Consequently, the safeguarding and welfare requirements are met.  Children's language is encouraged because the childminder regularly speaks to them and encourages their words through repetition and opportunities to share their ideas. As a result, their speaking and listening skills are promoted.  The childminder provides a warm and welcoming environment in which children are happy. They demonstrate that they feel safe and secure and they are praised effectively by the childminder. As a result, their self-esteem and confidence are developing.  Children have daily opportunities to visit the park, which improves their physical development and they learn about being healthy as the childminder provides a healthy and balanced diet.

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It is not yet good because

 Limited information is gained from observations and assessments. This means that the childminder is not consistently able to plan challenging activities which take into account children's individual learning styles and next steps. Consequently, their progress is variable.  Self-evaluation is not used to full effect to monitor the setting. It does not include the views of parents and children to secure improvements to the provision for children

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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 spoke with the childminder and the children at appropriate times throughout the inspection.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector looked at a selection of documentation, including policies, procedures, and child observations.  The inspector observed activities in the main areas used by children.

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Information about the setting

The childminder was registered in 2012 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 four and eight years in an eighth floor flat in Luton, Bedfordshire. The whole of the flat is used for childminding. The family has no pets. The childminder supports children who speak English as an additional language.

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Information about the setting

The childminder visits the shops and park on a regular basis. She is able to collect children from the local schools and pre-schools. There are currently two children on roll, both 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, and weekends if required, except bank holidays and family holidays.

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must:

 improve the use of ongoing observations and assessments to understand each child's level of achievement, interest and learning style. Consistently plan experiences, in line with their next steps, to reflect these.

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

 improve self-evaluation to promote monitoring and evaluation to strengthens the links between identified priorities and plans to secure improvements to the provision for children. Involve parents and children in the process.

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who attend

The childminder demonstrates a satisfactory understanding of the Statutory Framework for the Early Years Foundation Stage. She provides activities which incorporate the seven areas of learning and she takes in to account what children enjoy. The childminder plans activities on a monthly basis and takes in to account which activities she feels children are interested in. However, she has only been minding for a short period of time and although she is observing children she is not using these observations consistently to assess and plan effectively. For example, observations demonstrate what children take part in and what they enjoy rather than what they are learning. This means that children's learning is not always reflected through individual learning styles and their next steps are not used to promote progress or achievement.

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who attend

The childminder supports children's language development, including those who speak English as an additional language. She encourages children to speak in their home language, which is Polish, and she consistently repeats words and phrases in English, to promote their understanding. For example, children playing with a selection of cars, vans and trucks begin to name colours of the vehicles they play with, in Polish. The childminder encourages children to say the Polish and the English word for each car as they repeat and copy her. As a result, children are developing both languages. Children's listening skills are also promoted as they develop their counting and number skills with the childminder. For example, as children use pasta, rice and lentils in a pouring, measuring and counting activity the childminder encourages them to count the cups. They listen closely as she counts in Polish and English before they repeat her. Furthermore, she

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who attend

supports children as they begin to develop an understanding of size, such as, when they pour a small cup of pasta and fill a large bottle of lentils. As a result children's speech and language is developing and their vocabulary is within the developmental milestones for their age. They have opportunities to share books with each other along with a regular story time and the childminder promotes skills, such as, dressing and undressing which supports their school readiness.

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who attend

Children have daily opportunities for outside play because they do not have access to a garden at the childminder's setting. The childminder plans outings every day to the park, shops or walks in the local woodland areas. This provides children with an opportunity to develop their physical skills as they run, climb and enjoy the static equipment available. Children's personal, social and emotional development is promoted because the childminder praises the children regularly. For example, as one child helps pass the finished snack items to the childminder they are praised for their help. Parents are encouraged to help their children settle with the childminder through a series of settling-in visits, which are organised according to individual families. The childminder engages with parents through regular discussion to find out as much as possible about each child, therefore ensuring that children feel secure. Parents are well informed of how their

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who attend

children spend their time with the childminder through daily diaries, completed by the childminder. As a result, children are supported consistently because parents and the childminder work together.

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

Children are happy and use their imaginations as they have access to a range of resources which promotes this. For example, they make up their own games with a range of cars as they 'whiz' them around the floor. They share ideas about where to go as they play alongside each other and, as the childminder joins in, their play is extended. Children are settled and demonstrate that they feel comfortable with the childminder, who ensures that they feel safe. She regularly communicates with parents to meet the needs of each child by taking into account their personal care needs, such as, toilet training and feeding routines. Children's behaviour is sound because the childminder is consistent in her approach. She discusses boundaries and routines with parents to ensure that each family are aware of the procedures to be followed. Inappropriate behaviour is dealt with effectively through the use of distraction methods. For example, as children begin to empty out a range of

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

the resources the childminder is quick to distract and involve them into a different activity which they quickly enjoy. Children are encouraged to be kind to each other as sharing and turn taking is promoted. Their problem-solving skills are also encouraged as they work together with a jigsaw puzzle, helping each other and sharing the pieces while the childminder supports them happily.

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

Children are forming appropriate bonds and attachments with the childminder, who spends time getting to know them and supporting them through initial settling-in visits. The childminder ensures that children develop an understanding of being healthy because she provides nutritious snacks and meals, according to parental wishes and children's dietary needs. Furthermore, children have daily opportunities to enjoy fresh air and exercise as they visit local parks and they have regular opportunities to enjoy music and movement in the childminder's home. As a result, children's overall well-being is promoted. Children's independence is promoted as they are encouraged from a young age to try and do things for themselves, such as feeding and dressing tasks. The childminder praises children for their efforts with these tasks, promoting their self-esteem.

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

The childminder encourages children to participate in activities, such as, outings in the local community, which are away from her setting. This provides children with opportunities to enjoy a range of activities or events they might not normally take part in. As a result, their confidence and independence develops through situations away from their main care setting. This supports children in preparing for the next big step in their life, which is normally starting pre-school. Additionally, children's understanding of safety and risks are promoted as they learn about road safety during day-to-day activities outside of the home.

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provision

The childminder has ensured that all relevant Disclosure and Baring Service checks are completed and children's safety is promoted. Regular risk assessments are completed in the home to ensure that children are able to play safely. Further risk assessments are carried out as the childminder lives on a high floor in a block of flats. For example, she encourages children to practise the evacuation procedure on a regular basis, which promotes their safety and well-being. A range of written policies and procedures are in place, which the childminder reviews and shares with parents to ensure that they are kept up-to-date. As a result the safeguarding and welfare requirements are met and children are protected.

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provision

The childminder has only been minding children for a short period of time since she registered and she is not fully meeting the learning and development requirements. There is room to improve observations, assessments and planning to ensure that children's next steps are consistently promoted. The childminder's future plans include developing the photographic learning journeys for each child in the early years. She aims to include reference to the Early Years Foundation Stage and share these on a regular basis, with parents.

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provision

The childminder demonstrates limited monitoring and evaluation of her setting, although she is new to childminding so she currently has little to reflect on. She understands the importance of reviewing her setting and looking at how she can implement continuous improvement as well as incorporating the views of children and parents. Relationships with other providers delivering the Early Years Foundation Stage are developing. Minded children do not currently attend any other setting. Through discussion, the childminder demonstrates an understanding of why sharing information is important to support children's continuity of care and learning when the need arises.

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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 EY456039 Local authority Luton Inspection number 895565 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 2

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Name of provider

Date of previous inspection not applicable

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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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