Childminder in Bedford

Inspection date

Previous inspection date 24/06/2013 18/01/2011

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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 attends additional training and has a thorough understanding of the Statutory framework for the Early Years Foundation Stage. She offers consistent support and guidance to her assistant. Therefore, they work together to promote children's learning through their daily play and activities.  Children settle quickly and are happy and secure because the childminder ensures that she understands their needs and interests, sharing this information with her assistant. Children, therefore, develop positive attitudes to their play and learning and are well- prepared for school and their future education.  Children's language and communication skills are promoted well. All children, including those who use English as an additional language, are sensitively supported in developing their vocabulary and expressing their views and needs.  The childminder makes good use of facilities, such as parks, libraries and children's

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This provision is good

centres. This means that children are offered an extended range of activities and have good opportunities to learn about their local community.

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It is not yet outstanding because

 There is further scope to develop the assessments to make greater use of updates from parents in order to enhance activity planning.  Children are not always able to independently access an extended range of resources outside. This means that their learning in this area is not promoted to the optimum.

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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, her assistant 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 spoken to on the day and recorded in their written feedback to the childminder.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one teenage child in a house in Kempston, Bedfordshire. The whole of the ground floor, two rooms on the first floor and the rear garden are used for childminding. The family has one cat as a pet.

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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 and children with special educational needs and/or disabilities.

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Information about the setting

The childminder is registered to work with an assistant. There are currently 11 children on roll, seven of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 6.30am to 9pm, Monday to Saturday, except bank holidays and family holidays. Overnight care is also offered. The childminder 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 and activity planning by making full use of updates from parents 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:

 extend children's access to resources in the garden, enabling them to make further choices that enhance their learning and promote their all-round development.

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who attend

Children make good progress in their learning and development and are supported well by the childminder and her assistant. The childminder has a good knowledge of the Statutory framework for the Early Years Foundation Stage and supports her assistant so that they work together to promote children's development. For example, they monitor children's progress and plan further activities together. The childminder supports children in developing the skills to learn effectively and to achieve well. She encourages them to experiment and to find solutions to simple problems. For example, children making a tent, persevere until they work out that they can use laundry pegs to make the material adhere to the frame.

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who attend

The childminder gathers a wide range of information from parents in order to assess children's starting points. This information informs the initial planning and is used to help monitor children's progress. Good communication procedures means that parents have opportunities to share daily news about their children and regularly view their child's assessment files. The childminder also offers ideas about how parents can extend their child's learning at home. For example, she provides practical information about action rhymes and books to read together. However, the assessment procedures do not always 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 full range of information in her planning and so promote children's development to the maximum.

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who attend

The childminder observes children as they play, assessing this information and using it to inform the daily planning. This means that children are offered activities that interest them and promote their development in all areas of learning. Children are encouraged to initiate their own play and also participate in adult-led activities. They are, therefore, supported in playing an active role in their own learning and in gaining a good understanding of how to work with others. This means that they are well prepared for school and future learning.

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who attend

Children participate in a creative range of activities that promote their physical development. For example, they develop their balance, control and coordination as they participate in egg and spoon races and use large play equipment at the park. Children are offered meaningful opportunities to learn about other cultures and ways of life. For example, after noting children showing an interest in houses and homes, the childminder offers them associated activities. The children are captivated as they look at different types of homes, such as, igloos, tents and caravans, making their own illustrations of these. They then go on to look at the people who might live in these homes and their different customs and traditions.

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who attend

Good interaction with the childminder and her assistant supports children in developing their language and communication skills. Children who use English as an additional language are supported well by the childminder and make good progress in their learning and development. She shows them that she respects their home language by learning words and phrases in this and using these as part of her daily communication with the children. She also uses resources, such as simple card games and puppet shows, to help children develop their use of English. Children with special educational needs and/or disabilities are offered consistent support so that they make good progress in relation to their starting points. The childminder takes great care to ensure that she fully understands their needs and is competent in the use of any specialist equipment that the children have.

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who attend

Children are offered creative play opportunities that extend their knowledge as the childminder plans activities well. For example, on 'Discovery Walks' in the park, children each have a piece of coloured material and try to find objects of the same colour. They go on to identify different plants and trees, feeling the textures of the bark and leaves. The childminder's good use of local facilities and her thoughtful planning mean that children are offered additional learning opportunities. For example, their enjoyment of books and their early reading skills are promoted as they attend the local library and take part in the reading challenge.

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

Thorough procedures enable the childminder, as the key person for each child, to gather ample information from parents so that she is aware of children's needs, interests and abilities. She ensures that her assistant is aware of this information, enabling them to work together to offer children effective support and activities. Thoughtful daily procedures mean that children feel valued and welcome and their self-esteem is promoted. For example, each child has their own coat peg, bedding and place to store their belongings. Children's independence is promoted and they are encouraged to express their views, explore and determine their own play. This supports them in developing the skills required for future learning and prepares them well for the transition to pre-school or school. This is further supported as the childminder takes children to visit their prospective setting, enabling them to become familiar with the environment. The

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

childminder has ensured that indoor resources are easily accessible, meaning that children can make choices and explore further. However, resources are not as easily accessible in the garden. This means that, sometimes, children are not able to make as many independent choices and extend their outdoor play and learning to the maximum.

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

Children gain a good understanding of how to manage their behaviour appropriately. The childminder offers them clear explanations and gently supports them in learning to share and take turns. New children quickly settle because the childminder ensures that both she and her assistant are aware of their preferences and usual routines. Each child has their own basket to store any comforters or special items from home, further supporting them in settling in to the childminder's home. The childminder's good communication with her assistant means that they adopt a consistent approach to all areas of their work. This aids children in forming warm, secure relationships with each of the adults. Children demonstrate that they enjoy the company of the childminder and her assistant as they eagerly greet them at the door and naturally take toys and books to share with them.

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

The childminder shows children that she has a genuine concern and respect for all. Children respond to this positive approach and develop a good awareness that everyone has different needs and views. They are supported well in developing their self-care skills. For example, young children learn to feed themselves. Children gain a good understanding of the importance of healthy lifestyles. For example, their knowledge of healthy eating is promoted as they visit the local market, children talk about the importance of eating a range of fruit and vegetables each day. Good daily practice and specific activities help children develop a thorough understanding of safety issues. For example, they visit the fire station and talk about fire safety and the role of the emergency services.

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provision

The childminder sets high standards for the childcare she offers. She ensures that she fully understands the requirements of the Statutory framework for the Early Years Foundation Stage. She monitors the work of her assistant and regularly reviews her policies and procedures, supporting her in promoting children's health, welfare and safety. The childminder attends a wide range of additional training and conscientiously evaluates her daily practice. She seeks feedback from children and parents to inform this. Therefore, she has a good overview of her strengths and weaknesses, and plans and prioritises changes. For example, a recent improvement is the conversion of a room into a dedicated playroom. This means that children have easy access to a wide range of toys indoors and can choose where to play.

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provision

The childminder carefully monitors children's progress, using guidance in the Development matters in the Early Years Foundation Stage to support this. Good procedures for working with other people caring for the children enable the childminder to work in partnership. For example, she uses a communication book to exchange information with nurseries so that they can work together to promote children's learning. The childminder's attendance at her local children's centre has given her a clear understanding of the role of other professionals. Therefore, she can seek additional help for children should the need arise. Her thoughtful procedures for working with parents mean that children's care is consistent and parents are well informed of their child's activities and progress. For example, the childminder completes detailed daily diaries for each child and regularly shares children's assessment records.

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provision

Children's welfare is consistently promoted as there are thorough safeguarding procedures. The childminder has attended additional training and has ensured that her assistant fully understands this area of work. Therefore, they have a good understanding of the procedures to follow should they have any concerns about a child in their care. This area is further supported as the childminder has ensured that her assistant has undergone all relevant suitability checks. Clear and comprehensive risk assessments cover all areas used by the children and are regularly reviewed by both the childminder and her assistant. This means that children play safely and have a positive childcare experience that forms a good 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 EY406530 Local authority Bedford Borough Inspection number 879554 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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