Childminder in Luton

Inspection date

Previous inspection date 03/07/2013 11/10/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children develop an understanding of the natural world around them because the childminder provides materials that stimulate their interest and foster development.  Children experiment with simple mathematics because the childminder provides opportunities within activities that promote this development.  Children develop good self-esteem and form strong attachments because the childminder follows the care plans and information provided by parents to help children to settle and meet their needs as they develop.  The childminder uses successful strategies to engage parents and extend children's learning at home. As a result, children's learning is well supported.

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It is not yet good because

 Children are not given maximum opportunity to explore their thinking and extend their learning by making decisions and becoming independent as they undertake activities.  There is scope to enhance very young children's access to the full range of resources to maximise their opportunities to freely initiate their own play and learning.  The childminder is not meeting the requirements of the fire officer with regard to the position and type of smoke detectors.

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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 questionnaires and reference letters.

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Inspection activities

 The inspector reviewed the providers hardcopy self-evaluation form provided during the inspection.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 10 years, nine years and four years in a house in Luton, Bedfordshire.

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Information about the setting

The whole of the home, with the exception of the main bedroom, is used for childminding and there is an enclosed garden available for outside play. The childminder attends social and activity groups on a regular basis.

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Information about the setting

There are currently six children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round Monday to Friday, except bank holidays and family holidays. She also provides overnight care and all hours of care are flexible.

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must:

 meet the requirements of the fire officer report concerning the position and type of smoke detectors.

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

 help children to think of ideas and find ways to solve problems by modelling the language of thinking and building in opportunities to activities for them to develop increasing levels of independence

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

 continue to develop children's independent choice by reviewing the access to resources for very young children.

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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 are fascinated with the tadpoles and small frogs that they have in a tank and help to feed. She uses this interest as an opportunity to introduce associated activities, such as, making paper frogs to sit on a log, linked to a popular song. The childminder offers children materials that stimulate their language and vocabulary. She uses skilful questioning to help them to count, identify colours, and talk about what they are seeing. Children show good concentration and persist with the task. They begin to control scissors as they are helped to cut out their frogs and laugh happily as they complete them. The childminder helps children to achieve new skills by themselves by offering them more paper to practise cutting; children show good self-esteem as they tell the childminder, 'Look at me'. The

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who attend

childminder uses such activities to support sharing and turn-taking, and she offers praise consistently. This praise and reinforcement fosters children's self-esteem and eagerness to learn. However, the childminder's eagerness to support children in their play means that they do not always have the chance to find things out for themselves or extend their independence fully. For example, she prepares the activity, decides on all materials to be used, and asks children to help her complete tasks rather than inviting the children to make choices and carry out the tasks themselves. This means that their involvement and decision-making is not maximised.

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who attend

Younger children love to examine and compare pictures of animals. They point out those that they recognise and eagerly copy the childminder as she names those that are unfamiliar. Children spend time experimenting with dried beans and pulses. The childminder talks aloud to help children think and control what they do. For example, the children fill and empty the different sized containers and the childminder gently talks about what they are doing. They transfer beans from one container to another and show interest when the contents fail to fill, or fit, into the new cup. Children begin to count the beans as they sort them into different types, and identify the different shapes of measuring cups. Later children extend the play to making 'tea' with the play kitchen showing developing imaginative play. The childminder introduces children to their local community because they make excursions to some local groups and venues. Many

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who attend

resources and activities are used to promote children's interest in the wider society. For example, the children are introduced to a different festival each month, such as, St Patricks Day or Eid, and carry out art activities to stimulate their interest. They view many positive posters and images of people in National dress which stimulates them to ask questions.

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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 reviews children's progress frequently against the appropriate guidance. The childminder meets with parents regularly to agree strategies that will help them to work towards children's next steps in their learning. She completes a detailed progress check at age two for each child and shares this with parents. Parents are invited to make comments and contribute to the learning and development for their children using the summary form. There is a good exchange of information each day when children are collected, or arrive, at the childminder's home. This means that learning for children is consistent because of the effective sharing of

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who attend

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 provides an environment within which children have opportunities to explore and learn actively. This lays the foundations for children's future learning in 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. The childminder organises the playroom so that she can meet children's needs and offer them play opportunities that support their learning. Children move comfortably from one activity to another. The childminder monitors the range of resources used by children and selects provision each day to match their interests or development. The range available is of good quality and suitable to promote all areas of learning. However, very young children are not able to freely access resources and make independent choices due to a large quantity being inaccessible behind other items, and some items being in unlabelled storage units. This means that opportunities to lead their own learning are sometimes limited by the materials set out for them. Consequently, children's self-selected

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

learning is not maximised. New children settle well because the childminder uses her experience to care for them and has flexible settling-in procedures. Parents comment that, 'although (child) took time to settle, it was greatly assisted by the settling-in sessions offered'. The childminder gathers information from parents and develops a clear care plan that details all physical care needs and routines. This means that she has an understanding of children's needs and can offer them appropriate support. Children cared for overnight have their own designated sleeping facilities and bedding to help them feel secure. Children form good attachments with the childminder, showing that they feel secure by readily including her in their play. They enjoy her attention when they select books to read and involve her in their imaginative play with 'baby' dolls.

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

The childminder uses methods that help younger children to understand their own behaviour. As a result, children learn to think about how they affect others. For example, the childminder offers frequent reminders to children to 'be kind to each other' that help them to think about their actions. The childminder works closely with parents to establish a shared approach towards managing behaviour; a detailed policy is discussed and agreed. This helps her to manage any recurring issues and means children have consistent care. The childminder offers frequent praise to children for sharing and helping. This positive reinforcement helps younger children to develop good habits. The childminder supports children self-confidence in social settings by making sure that they have opportunities to visit groups regularly. As a result, they are prepared for any move onto school where they will be in a larger social group. Children are well nourished. The

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

childminder works closely with parents to ensure that she is providing a balanced diet that promotes health. She works with parents to assist in any changing meal-time habits to support children to eat a varied and nourishing diet. Children are physically active. The childminder incorporates outdoor play and the exploration of community parks into her planning. Therefore, their good health is well-promoted.

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

Children are generally kept safe on the premises because the childminder completes risk assessments to minimise hazards for children. Children begin to develop awareness of their own safety through regular discussions and younger children receive regular reminders about playing safely. For example, sensitive reminders are offered to them not to push other children and the reasons why this may hurt others. Children practise road safety each day and take part in the planned emergency evacuation. Consequently, they explore practical methods that help them to understand risk and their understanding of safety is extended. However, while the childminder has clearly outlined procedures for risk assessments and makes clear plans for the protection of children both during the day and when carrying out overnight care, she has not met the requirements of the Statutory framework for the Early Years Foundation Stage. As a result, children's safety is not fully

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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. This includes a daily record of children on the premises. 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, 'The diary and profile help me feel I am not missing out on any issues or development'. The childminder completes good reflective practice to continue to develop the care provided. She updates her knowledge by seeking and completing training, such as, the National Vocational Qualification at level 3. The evaluation of practice shows how the childminder has progressed and areas yet to be worked on. It includes an evaluation

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provision

of work with parents, training attended and how it has impacted on her practice. The evaluation also includes the views of parents gathered verbally and by using questionnaires to request feedback. Consequently, the childminder is able to demonstrate a drive for improvement and continued effective provision.

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provision

This inspection was raised as a result of information provided to Ofsted due to a possible non-compliance with the requirements of the Statutory framework for the Early Years Foundation Stage The childminder has a clear robust understanding of safeguarding and she ensures that children's welfare isgenerally 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 written 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. The risk assessments

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provision

are comprehensive and cover evacuation during the day and when caring for children overnight. However, the childminder has not fully met all the requirements of the Statutory framework for the Early Years Foundation Stage, for overnight care, in particular those regarding the installation of appropriate smoke detectors. This means there is a breach in the welfare requirements. As a result, while safety is generally good, children's safety may be compromised during overnight care.

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provision

The childminder is not currently caring for any children with special educational needs and/or disabilities. However, she is fully aware of the importance of working with other professionals where necessary and can draw on her experience in order to support children and families. 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. She demonstrates a generally good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. The childminder uses clear observation and assessment, and demonstrates a good knowledge of the characteristics of learning. As a result, children make good progress. These links ensure that consistency of learning is promoted. Children in this setting have a positive experience that forms a secure base for continued well-being, learning and

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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 EY380662 Local authority Luton Inspection number 920358 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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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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