Childminder in Central Bedfordshire

Inspection date

Previous inspection date 15/07/2013 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 initiate and engage in new activities and learn by trial and error. This is because the childminder offers play in an environment in which they can ask questions and try new skills. As a result, children's self-esteem is fostered.  Children's language develops rapidly because the childminder speaks with them throughout the day and responds thoughtfully to their early communication.  The childminder employs methods that show children that they are valued and, as a result, children form good relationships and are sensitive to the needs of others.  The childminder uses successful strategies to engage all parents in the individual learning plans for children. As a result, children's development is well-supported and they make good progress.

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It is not yet outstanding because

 Children's understanding of staying safe is not fully promoted to the optimum as part of their daily play, discussions and routines.  Continuity of learning is not fully supported because the sharing of information between the childminder and other settings delivering the Early Years Foundation Stage is not well-embedded.

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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 garden, and talked with the childminder and children present.  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 questionnaires.

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Inspection activities

 The inspector reviewed the providers hardcopy self-evaluation form as presented at the inspection.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged six years, five years, and two years in a house in Dunstable, Bedfordshire.

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Information about the setting

The whole of the ground floor and upstairs bedrooms of the childminder's home is used for childminding. The main bedroom is not used. There is an enclosed garden available for outside play. The family has two rabbits and two chickens.

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Information about the setting

The childminder attends social and activity group on a regular basis. She collects children from local schools and pre-schools. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She cares for children with special educational needs and/or disabilities. 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 children's awareness of personal safety by involving them further in everyday routines to judge and identify risks for themselves.

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

 extend the communication with other settings delivering the Early Years Foundation Stage to ensure there are regular opportunities to share information about children's learning and development to fully support continuity in their learning.

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who attend

Children are enthusiastic and motivated to learn because the childminder is responsive to their choices within the daily routine and planned activities. For example, young children lead the play in the garden moving freely between building sand castles, jumping on the trampoline, and caring for the chickens and rabbits. The childminder seizes each opportunity to introduce new learning and reinforce children's recently acquired skills. For instance, children are gently supported to solve the problem of how to make a firm sandcastle because the childminder offers suggestions for them to try and praises them for each effort. They consider the different sizes and shapes of containers provided and begin to identify those that are round or rectangular. Children eagerly plant flags into the tops of their castles having counted how many they have and divided them between themselves fairly. They show that they are beginning to understand how to play fairly and

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who attend

offer items to each other freely. Children love to jump on the trampoline and show how high they can jump as they tuck their knees beneath them and explore physical development. The childminder recognises that such play can be used to introduce further learning and uses skilful teaching methods. She adds plastic coloured balls, inside the trampoline netting, for children to find when they first climb onto the trampoline in the morning. When children discover the balls they quickly start to gather one, two or three balls of the same colour in response to the number and colour called by the childminder. Later they find that the balls have been numbered; they eagerly point this out to the childminder and begin to identify the numerals. Such everyday opportunities enhance children's motivation to learn and aids their preparation for any move to a new setting.

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who attend

The childminder introduces children to their local community because they make excursions to some local groups and venues. Many resources and activities are used to promote children's interest in the wider society. For example, children complete collage works that help them to explore places to visit and holidays, foods from around the world, and making Mexican musical shakers. They use a globe to talk about places to visit or holidays they have taken. Simple methods, such as having flags from England and Wales to add to the sandcastles, introduce the youngest children to new countries. Children use simple technology such as electronic laptops, electronic keyboards and tape dispensers. The childminder gathers a large range of materials and talks through the process of making Mexican musical shakers. She then allows children a free choice of how to make their own design and stands to one side as they carefully pour the rice inside using a jug.

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who attend

This means that their involvement and decision-making is maximised.

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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 clear observation and assessment systems. The childminder knows the stages of learning and development of the children in her care and monitors children's progression closely. She develops an individual learning plan for each child that is updated frequently to reflect new achievements and identify the next steps for children's learning. Parents are invited to make comments and contribute to the learning and development for their children using the individual plan and they feedback on stages completed, such as the settling-in programme. The childminder works closely with parents where children have a special educational need and/or disability. Close planning takes into account each need and therefore all children make good progress. There is a good exchange of information each day when children are collected

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who attend

or arrive at the childminder's home. This means that learning for children is consistent because of the effective 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 a challenging environment within which children have opportunities to explore and learn actively. This lays the foundations for children's future learning and a move to, or within, other settings.

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

Children demonstrate good attachment with the childminder and involve her in their play. She is attentive and offers children appropriate support and independence in their care needs. For example, children help themselves to a drink when they are thirsty and tell the childminder, 'I am washing my hands with soap' after using the toilet. As a result, children develop good self-esteem and learn to meet their own needs through daily routines. The childminder ensures that she works closely with parents in order to meet children's care needs. For instance, younger babies are settled because the childminder is informed of their constantly changing routine. They are introduced to the setting slowly which encourages them to feel secure. The childminder provides the support needed to help younger children to become independent and meet their own needs. Children choose the fruit that they would like for snacks and decide where they will sit at the table. They make

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

free choices from the broad range of play materials that are accessible to them. As a result of these steps, children, from an early age, are prepared for school or a move to another setting.

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

The childminder uses positive methods that help children to understand their own behaviour. As a result, children learn to think about how they affect others. For example, together with house rules that are displayed as a consistent reminder during the day, the childminder introduces children to a 'happy tree'. This is a poster of a tree on the wall onto which a 'leaf' is added illustrating a positive action, or act of kindness, by children. Parents note that they have adopted this method of acknowledging positive behaviour at home and that it has been very successful. As a result, children show kindness towards each other frequently and need few reminders to share or take turns. The childminder offers frequent praise to children for sharing and being kind to each other. This positive reinforcement helps younger children to develop good habits. As a result, they are prepared for any move onto school where they work in a larger social group. Children are

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

very well nourished. The childminder works closely with parents to ensure that she is providing a balanced diet that promotes health. For example, she displays a detailed menu for parents to review. This enables her to make any alterations necessary to ensure that children are receiving a balanced diet between her setting and their own home. Children are physically active. They plant strawberries together, care for them, and pick them to wash and eat. The childminder incorporates free movement between indoors and outside, and offers a broad range of outdoor activities in her planning. Hence, children's good health is well 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 completes detailed assessments of risk. They discuss and practise road safety in the small cul-de-sac, and discuss the importance of being safe when in new situations. They take part in emergency evacuation and view the procedure that is displayed on the wall. However, while the childminder offers frequent reminders to children to be careful, they have fewer practical activities that support them to make independent judgements with regard to personal risk or risks in the setting itself. Consequently, children do not fully explore practical methods that help them to understand risk and are dependent on the childminder to minimise risks for them. Hence their own understanding of safety is not yet explored to the maximum.

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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 the 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 they are, 'very happy with the communication'. Parents appreciate the routine and wide variety of activities, and rate the childminder as 'excellent' in her questionnaires. Although only recently registered, the childminder completes effective reflective practice to continue to develop the care provided. She uses questionnaires with parents and children to seek their views and help her to plan for improvement in her practice. The childminder updates her knowledge by seeking and

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provision

completing training. Consequently, she is able to demonstrate a drive for improvement and continued good provision.

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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 is not permitted in the setting. 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 within, and outside of, the home.

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provision

The childminder is currently caring for children with special educational needs and/or disabilities. She works closely with parents to follow advice that enables her to support children and meet specific needs. She is fully aware of the importance of working with other professionals where necessary. The childminder speaks with schools that children attend to ensure that they are prepared for school and any move that takes place therein. For example, through daily contact with them she can talk about events in school, and can discuss with them any forthcoming changes or welfare issues that arise. She plans activities to enhance topic works undertaken in other settings. However, the links with other settings and key persons are not fully developed to ensure that individual needs and consistency of learning is promoted. Observation and assessment development files, and written summary assessments, are shared with parents. The childminder demonstrates a

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provision

good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She demonstrates a clear knowledge of the characteristics of learning. As a result, children make good progress. These clear links ensure that consistency of learning is promoted. Children in this setting have a positive experience that forms a good base 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 EY457394 Local authority Central Bedfordshire Inspection number 903124 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 6

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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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