Childminder in Central Bedfordshire

Inspection date

Previous inspection date 15/05/2013 25/01/2011

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early years provision

This inspection: 2 Previous inspection: 2 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 are provided with a warm and welcoming play environment. Close attachments have formed with the childminder which means children feel happy and confident to express themselves.  Children make good progress in their learning and development. They freely make choices in their play and are able to help themselves to resources. This helps them become independent and confident.  The childminder uses good quality discussions during free play and adult-led activities, which support children's learning effectively.  Children enjoy a range of interesting activities and outings which are linked to their interests and support all areas of their learning.  Children enjoy good continuity of care because the childminder works closely with their parents and with the local school to share information about children's care and learning.

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It is not yet outstanding because

 There is room to develop further opportunities to enhance children's understanding of food that they eat and their self-care skills during meal and snack times.  There is scope to strengthen the selection of more natural sensory materials and textures for younger children to explore and investigate further.

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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 to the childminder at appropriate times and looked at a selection of policies and children's records.

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Inspection activities

 The inspector observed the interaction between the childminder and the children which included meal times.  The inspector spoke to the children and joined in with their imaginative play.

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Inspection activities

 The inspector took account of parents views from the references left with the childminder.

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Information about the setting

The childminder was registered in 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, an adult child and children aged 16 and 14 years in a house in Houghton Regis, near Dunstable in Bedfordshire. The whole of the ground floor, which includes a large conservatory, a bathroom and a bedroom upstairs, is also used. There is an enclosed rear garden for outdoor play. The family have a dog.

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Information about the setting

The childminder attends age-appropriate groups with children. She takes and collects children from the local schools and pre-schools. There are currently four children on roll in the early years age group who attend for a variety of sessions. The childminder operates all year round from 7.30 am to 6pm, Monday to Friday, except bank holidays and family holidays agreed in advance.

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

 involve children further in the preparation of food and provide opportunities for children to pour their own drinks to support their awareness of food and develop their independence skills

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

 strengthen opportunities for younger children to enhance their sensory experiences further through exploring different textures and more natural resources.

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who attend

The childminder has effectively developed her knowledge of observation, assessment and planning for children's stage of development. Detailed information is gathered from parents when their children first start about their routines, likes, dislikes and capabilities. The childminder effectively uses this information along with her observations to form the children's starting points so that she can plan purposeful activities. The next steps of children's learning are well known and she ensures her observations are linked to the flexible planning. These are regularly shared with parents so that areas to develop are discussed. This means that parents are very involved in their children's learning and development. As a result children make good progress in their learning. The childminder is in the process of completing the 'Progress check at age two'. This has been discussed with parents so that they are aware of the benefits this can have for their children.

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who attend

Children play in a 'home from home' environment where they are provided with toys and resources which stimulate and interest them. Toys are freely available in the spacious conservatory. Children display good characteristics of effective learning as they confidently help themselves to the wide range of resources available for them. Older children enjoy the challenges of completing jigsaws. They are well supported by the childminder, who ensures younger children are also provided with a jigsaw suitable for their stage of development. This means that positive steps are taken to ensure all children are fully included. Children are able to enjoy a range of art and craft activities using different tools and materials, such as paints and collage. However, there is scope to further extend opportunities for younger children to enhance their sensory experiences through introducing different textures and more natural resources. This means their experiences

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who attend

Children enjoy purposeful outings. For example, recently they visited an animal farm. During the inspection children talk excitingly about visiting the farm. They happily recall feeding lambs and goats. In addition, they discuss riding on the trailer and explain to the childminder what they had to do to play in the large sand pit. Effective use of open-ended questions further promotes children's re-call, their vocabulary and understanding of the world around them. In addition, children attend aged appropriate groups where they can socialise with similar aged children. These groups are chosen specifically to complement children's interests and needs. This means that children benefit from being in different environments and develop good social skills.

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who attend

Children love books and these are attractively organised alongside the 'cosy area'. Before reading a story, the childminder suggests that they all make themselves comfortable. Even the youngest child snuggles up on the sofa which means that they can enjoy the story session too. Children choose favourite books which are enhanced by the animated childminder as she uses a variety of voices to bring stories to life. Children laugh and giggle as they listen attentively to the childminder. Older children copy what the childminder reads, showing that they are developing an understanding that print carries meaning. Younger children babble, showing their enjoyment and interest in developing language skills. The childminder encourages this interest in books by visiting the library. This means that children have the opportunity to independently choose books and bring them home to share with their families. Overall, children are developing a range of skills to

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who attend

aid their readiness for the next stage in their learning, such as starting nursery or school.

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

Children enjoy warm relationships with the childminder and show that they feel settled and secure as a result. Younger children smile broadly when the childminder talks to them, showing close attachments. Children are confident and well-motivated to explore the play environment and to engage actively in learning. They are able to confidently select toys from the wide range, which is readily available. They know which boxes contain their favourite toys and happily select these to engage in play. Dietary needs are well known, continual discussions with parents and the comprehensive documentation obtained at registration contribute effectively to this. The childminder helps younger children develop independence as she encourages them to feed themselves. The childminder encourages children to try a variety of different foods. However, there is scope to involve children more fully in the preparation of meals and snacks so that their

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

knowledge and independent skills regarding food they eat and drinks they have are further developed. Children manage their personal care very well. For example, they independently use the bathroom and know when to wash their hands. Hand cleaning gel is used on outings to ensure children develop an understanding of good hygiene practices.

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

Children are helped to develop good social skills and demonstrate that they are learning to be kind and caring towards each other. The childminder is a positive role model for children and leads by example to support their social development. For example, she is always calm when communicating with children. Any slight squabbles are sensitively managed so that children continue to be happy. The close partnership with parents ensures that children receive consistent messages. As a result, they learn right from wrong and develop good levels of self-esteem. This contributes effectively to preparing children for the next stage in their learning, such as mixing with others when they start school. In addition, the childminder has introduced children to the nursery teacher where they will attend in the future. This supports children's personal, social and emotional development so that transitions to new settings run smoothly.

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

Children's safety is promoted throughout their stay with the childminder. For example, children take part in stories related to safety and she reminds younger children not to put play items in their mouths and the reasons for this. They learn about road safety when walking to and from school and when on outings. Children learn about the importance of physical activity through a range of play opportunities, such as using scooters, climbing frame and the trampoline. During these times they learn to take supervised safe risks in their play. Children love dancing and attending gym sessions where they can practice a range of skills in a well supervised environment.

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provision

Since the last inspection the childminder has effectively developed her knowledge of the requirements within the Early Years Foundation Stage. In particular she has extended her knowledge about observation, assessment and planning for each child's stage of development. As a result, she now links what she knows about each child to plan purposeful activities and outings to enhance their learning and development.

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provision

The childminder demonstrates a secure understanding of safeguarding children procedures, such as possible symptoms of children at risk and how to respond to concerns. She ensures all her documentation contains all the relevant information needed to protect children. She is always professional at all times and also ensures she informs the regulator of any changes within her home. Positive steps are taken to ensure children are safe as the childminder supervises children closely to ensure their safety at all times.

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provision

Parents speak highly of the childminder and are very complimentary of the service that she provides. They state that their children are always happy and content and that the childminder provides a good link between them and school. The childminder recognises the importance of partnership working and is well known at the local school. This contributes effectively to the continuity of care between all who are involved in children's care and learning.

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provision

The childminder regularly monitors and evaluates her educational provision. She includes parents' and children's views in the process and welcomes their contributions. Support from the local authority is highly valued and she welcomes the contribution this adds to her professional development and the benefit to children. She has identified her strengths and areas to develop and the impact this will bring to children's learning and development. For example, she is very keen to gain a further childcare qualification. This shows a commitment to developing her practice that will be beneficial to children attending.

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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 EY232598 Local authority Central Bedfordshire Inspection number 894583 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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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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