Childminder in Bedford

Inspection date

Previous inspection date 18/06/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder provides activities that support children's growing interest and curiosity fostering their very good attitudes towards learning. This prepares them well in readiness for their next stage in learning.  The childminder uses recycled resources well to provoke children's imagination and develop their exploratory impulse.  Children learn about healthy lifestyles by having regular fresh air and exercise and eating a healthy balanced diet.  The childminder uses self-evaluation to reflect upon the quality of care she provides for children. This demonstrates her good ability to further improve the quality of care for children.

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It is not yet outstanding because

 There are fewer opportunities for children to explore media for drawing and writing while inside the home.  There is scope to develop the childminder's good knowledge of the Early Years Foundation Stage further by undertaking formal professional development training.

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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 compulsory part 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 home and garden.

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Inspection activities

 The inspector had discussions with the childminder and children throughout the inspection.

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Inspection activities

 The inspector sampled a range of documentation including children's records, safeguarding procedures and self-evaluation.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two year-old child in a house in Luton. The whole of the ground floor, a first floor bedroom and the garden are used for childminding.

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Information about the setting

There is currently one child on roll, who is in the early years age group. The childminder is open all year round from 8am to 6pm Monday to Friday except for family holidays.

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

 increase opportunities within the home for children to experiment with early writing

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

 consider undertaking further, formal professional development training in order to further strengthen knowledge and understanding of the Early Years Foundation Stage.

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who attend

The childminder provides a bright, colourful and engaging environment for children. Children know what toys are available because each box is labelled with photographs of what is inside. This helps children to choose what they want to play with. The childminder has a very good understanding of how to support children's learning and development. This is because she gathers ample information from parents to identify children's starting points. The childminder then builds upon children's learning by observing them during play and planning for their next steps in learning. She shares regular summaries of children's progress with parents to support their learning at home. The two-way flow of information between parents and the childminder helps children to make strides in their learning and development.

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who attend

Children are capable communicators. They talk to each other and use their developing language to express their needs. Children who are not yet fluent speakers babble with confidence in tune with rhymes and songs. The childminder talks to children about their day in a running commentary. She pauses and allows children to respond to open ended questions. The childminder helps children to develop their vocabulary in playful ways, such as saying 'ready, steady..' and praises children when they shout 'go'. Consequently, children are making good progress in their communication and language development.

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who attend

Children develop social skills by attending groups outside of the home where they play with others and learn to share and take turns. The childminder provides a range of exciting activities for children to experience. For example, children learn about different textures as they play with cooked pasta and foam shapes. Children explore these materials intently as they pick them up and put them into their mouth. They use spoons to put the pasta into cups and tip it out again, watching the pasta as it falls. Children concentrate for long periods of time given their age. Their engagement and interest demonstrates their positive attitudes towards learning. These skills prepare children well for their next stage of learning and eventual readiness for school.

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who attend

Children play with a broad range of activities in the garden to develop their large muscles. They climb on the climbing frame and slide down, developing their balance and coordination. Children who are learning to walk use differing push a-long toys and low level tables and furniture to pull themselves up and cruise along. The childminder holds children's hands to aid their balance as they take tentative steps, helping to reassure them. In the garden children use water and brushes to paint the fence and large chalks to make marks as they practise their early writing. They recognise their control over the patterns they make and point these out. However, when children play inside there are fewer opportunities for children to further explore this interest as writing and drawing materials are not always available.

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

Children are confident to explore new activities. For example, when playing in the garden children discover a bowl full of bubbles and squeal with delight. They look to the childminder for support at times when they feel anxious and seek her out for approval and to share experiences. The childminder shows children warmth and affection as she cuddles them close when they feel tired. Therefore, children build very close bonds with the childminder and are secure in her care. The childminder discusses children's individual routines with parents. Children use their favourite comfort items from home to help them get to sleep. Children dictate their own routines. They sleep when they are tired and eat when they are hungry, helping to them to begin to recognise their own needs. The childminder shares information about children's care with parents so they are aware when they have slept eaten and had a change of nappy.

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

The childminder helps children to make lots of choices throughout the day. At snack time they decide what fruit they would like to eat and help to set up activities they want to play with. The childminder provides household items and recycled materials for children to play with. They explore these with interest and fascination as they work out that they create noise from home-made musical instruments. Children use these resources imaginatively in their play as they dance and move while singing. Children begin to understand about how to keep themselves safe by helping to tidy away toys after playing. This maintains a clear space for children to move freely without tripping. Children develop their independence by drinking from open cups and helping to prepare their own snack. The childminder helps children to learn how to behave well by having realistic expectations for children to follow, such as sitting down while eating and waiting for toys rather than snatching.

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

Children decide when they want to play outside and enjoy activities within their community to support their physical development and good attitudes towards exercise. The childminder finds out about food that is nutritious to ensure she provides meals and snacks for children that are balanced and meet their individual needs.

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provision

The childminder has a good understanding of how to keep children safe in her care. She has attended basic training to help her to identify the signs and symptoms that might cause her concern about children's welfare. The childminder uses policies and procedures effectively. She considers how to use her mobile phone and camera safely by deleting images after use and storing them securely. Regular assessments of the environment where children play help to identify any potential risks. The childminder takes immediate action to minimise any risks to children. On outings children wear high visibility jackets to ensure they are seen by traffic and easily recognisable. The childminder implements a procedure for giving medication safely to children, ensuring parents are fully aware by signing the medication record.

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provision

The childminder reads relevant documentation to help her develop the quality of care she provides for children. She works alongside other childminders at local children's centres to share practice and to remain up-to-date with changes that might impact upon her. The childminder identifies strengths and weaker areas in her practice. Action plans are in place to address the weaker areas and these are beginning to bring about improvement in quality for children. The childminder has a positive attitude towards professional development. However, she is not always fully confident in how to use the Early Years Foundation Stage to best effect and has not undertaken formal training to strengthen and deepen her understanding.

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provision

The childminder keep meticulous records of children's development. The very accurate assessment she makes pinpoints their stage of learning. This helps parents to readily contribute and provides a solid basis for planning for children's next steps. The childminder understands how to use this information for the progress check at age two for children. No children currently attend other settings, but the childminder has summaries of children's learning to share with other settings when the time arises.

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provision

Parents praise the childminder for the standard of care she provides for children and express their confidence in children's happiness at attending.

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The Childcare Register

The requirements for the compulsory 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 EY456745 Local authority Luton Inspection number 901172 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 2 Number of children on roll 1

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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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