Childminder, Out-of school day care in Central Bedfordshire

Inspection date

Previous inspection date 04/07/2013 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

 Children's learning and development is closely monitored and assessed. Consequently, the planning is sharply focused and leads to rapid development for children, taking account of their starting points.  The childminder speaks with children throughout the day and responds thoughtfully to their early communication and, as a result, children's language develops well.  Children form strong attachments because the childminder takes full account of the information provided by parents to help children to settle and she continues to adapt care to meet their needs.  The childminder uses successful strategies to engage parents in their children's learning and, as a result, children's learning and development is maximised both at home and in the care of the childminder.

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It is not yet outstanding because

 Opportunities for children to gain a greater awareness of the wider diversities of society and the world around them are not fully explored.  There is scope to routinely include the views of parents and children in the review of practice, in order to identify priorities for improvement that are based on the needs of those who use the childminding service.

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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 and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, 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 recorded in written reference letters.  The inspector reviewed the providers hardcopy self-evaluation form.

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Information about the setting

The childminder was registered in 2013 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 one year and four years in a house in Luton, Bedfordshire.

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Information about the setting

The whole of the ground floor and identified areas of the first floor of the childminder's home are used for childminding. There is an enclosed garden available for outside play. The childminder attends social and activity groups with children. She collects children from local schools and pre-schools.

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Information about the setting

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 7.30am to 6.30pm, 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 educational opportunities for children to understand the world and society around them by providing further opportunities to investigate families, communities and cultures

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

 build on the effective self-evaluation by extending how the views of parents and children are incorporated, to further assist in identifying areas for further improvement.

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who attend

Children are enthusiastic and motivated to learn because the childminder plans challenging activities that build on previous experiences. For example, young children get excited about play on a 'mini beach'. This is planned, following discussion with parents, to offer tactile play that builds on previous contact with sand during a holiday. Younger children eagerly rub their hands and feet in the sand exploring the textures. They feel the shapes of the sea-shells and the moulds, and bang them together to experiment with the sounds that they make. Children maintain concentration and confidently explore the unfamiliar textures and objects. This enhances their engagement and motivation to learn and, as a result, fosters development. The childminder gently introduces new language and talks with the children as they explore. She describes their actions, the shapes and colours seen, and offers gentle encouragement which promotes children's self-esteem. The

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who attend

childminder skilfully brings new items to children's attention, such as a sieve, and children watch avidly as she sprinkles the sand from a height. Younger children copy this action and, by talking about what they are doing, the childminder reinforces their learning. Incidental learning opportunities are maximised. For example, the childminder extends children's language further by introducing songs, related to the beach, into the play. As a result children remain motivated and make good progress in their learning and development.

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who attend

The youngest children explore early technology with musical books that have buttons to press and lights that flash. They stand and babble happily pointing to things in the garden that attract their attention. The childminder builds on their early communication by acknowledging what they are saying and offering new vocabulary. Children play alongside each other with early role play and enjoy having stories read to them. They stroke the materials in tactile books and begin to take turns as they do so. These everyday opportunities to explore activities aids their preparation for any move to a new setting. The childminder introduces children to their local community because they make excursions to local groups and venues. Some resources are held to promote children's interest in each other's, and other, cultures. The childminder learns some key words of the languages spoken by children in her care and this helps them to feel secure. Young

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who attend

children with English as an additional language are making good progress in all areas of development. However, activities, resources and the wider community resources are not used regularly, and to the full, to promote children's greater awareness of the wider diversities of society or each other's culture and family.

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who attend

The childminder demonstrates a good understanding of the Statutory framework for the Early Years Foundation Stage and has established detailed observation and assessment systems. Each child has a comprehensive individual learning plan, developed each four weeks, that builds from achievements made. The childminder prioritises the prime areas of learning for the younger children and, each day, sets out activities, linked to those three areas, as a starting point for play. She knows the stages of learning and development of the children in her care and monitors children's progression closely. Personal development files are shared frequently with parents and daily achievements are recorded in a diary. Parents play a full part in the learning and development of children because the childminder shares all planning with them. Parents contribute their own views and observations towards the assessments through both the diaries and the development files.

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who attend

This means that learning for children is consistent because of the very good sharing of information. As a result of the observation and assessment, and the steps taken to involve parents in the planned learning, children make good progress. The childminder is aware of the progress check at age two and plans to introduce this at the appropriate time. She provides an environment in which children have good opportunities to explore and learn actively. This lays the foundations for children's future learning and transfers to, or in, other settings.

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

Children feel secure with the childminder and involve her in their play. She is attentive and offers children both appropriate support and independence. As a result, children form good attachments. The childminder ensures that she works closely with parents and is fully informed about all aspects of care to help children to settle. For example, settling-in arrangements for each child are designed to meet their own need and conducted at a pace suitable for each child and family. The childminder provides the support needed to help younger children to become independent and meet their own needs. The youngest children are helped to wash and dry their hands, and to put on their socks and shoes. They make free choices from the broad range of play materials that are accessible to them. They also have access to a 'choosing' book showing the resources that are kept in the walk-in toy store. As a result of these steps children, from an early age, are prepared

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

The childminder uses methods that help children to understand their own behaviour and feelings. As a result, children learn to think about how they affect others. For example, younger children are helped to understand how to care for others because the childminder provides consistent reminders and praise during the day. Younger children show that they care for others by stroking their hair and offering them a cuddle. These methods help to reinforce children's understanding of their behaviours and their own feelings, and how they affect others. Children are well-nourished. The childminder provides a written menu that meets all individual need. Children have free access to the garden where they explore large physical movement. The recent addition of a large gazebo, across the rear of the home, means that children may access the garden in all weathers. Hence, their good health is promoted.

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

Children are kept safe on the premises because the childminder devises and completes regular assessments of risk. Younger children follow safe road crossing procedures each day when in the community. The childminder offers consistent reminders to them to play safely and is vigilant in observing their exploratory play, such as, with the sand beach activity, to ensure their safety. This helps them to begin to learn about potential risks to themselves and enhances their awareness of personal safety. Younger children practise emergency evacuation regularly because the childminder makes sure that she carries out her procedure with them regularly. This helps her to continually reassess the procedures according to the children's increasing physical abilities. As a result, children are safe.

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provision

The childminder sets good standards for the quality of care that she offers. All documentation and procedures, as required by the Statutory framework for the Early Years Foundation Stage, are in place. The childminder shares a large range of policies with parents to underpin their professional relationship. Parents are fully involved in the day-to- day care of their children and value the methods of communication open to them by the childminder. They comment that, 'I was impressed with the planning that was put into care before my child started and the questions asked by the childminder to get to know my child'. Furthermore, they receive, 'updates on a daily basis both verbally and in writing, photos and email'. Parents clearly value the care provided. The childminder completes reflective practice to continue to develop the care provided. Although only recently registered, she has established very robust observation and assessment systems that

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provision

inform detailed planning for children. The childminder has identified training that will further enhance her knowledge and outlines further plans for improvement. Consequently she is able to demonstrate a drive for improvement and continued good provision. However, the views of parents and children attending are not fully incorporated into the plans for improvement. This means that the continued development does not consistently reflect both the evaluation of the childminder and those using her service to drive improvement.

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provision

The childminder has a robust understanding of safeguarding and she ensures that children's welfare is assured. A clear written procedure for safeguarding is shared with parents and the childminder updates the referral procedures for any concern as required. Safeguarding information is displayed prominently for parents to view and identifies the importance that the childminder places on her role. The policy for safeguarding includes the procedure for allegations against the childminder or other persons in the home. The use of mobile telephones and cameras, by visitors, is not permitted in the home. The childminder implements thorough procedures that protect children when they are away from the home and uses detailed risk assessments. As a result, children are safe both in and outside of, the home.

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provision

The childminder is not currently caring for any children with specific identified needs. However, she is fully aware of the importance of working with other professionals where necessary. She is able to draw on experience to support any family who are working with other professionals. The childminder understands how to work with other key persons, when children attend other settings, to ensure a consistency of approach in learning and development. Observation and assessment development files are prepared to be shared with other settings. This supports transition to other placements. The childminder demonstrates a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She demonstrates clear knowledge of the characteristics of learning. As a result children make good progress. Children in the care of this childminder have a positive experience that forms a good base

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provision

for continued well-being, learning and development.

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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 EY457378 Local authority Luton Inspection number 902466 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

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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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