Dickinson, Janet Leonie Hamamali

Inspection date

Previous inspection date 14/08/2013 Not Applicable

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early years provision

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

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This provision is satisfactory

 The childminder establishes warm and trusting relationships with children, so children have a sense of security and belonging.  The childminder supports children's play by joining in sensitively with them and helping them where needed to achieve what they are trying to do.  The childminder has an effective understanding of safeguarding children. She ensures that children's welfare is prioritised and that hazards are minimised.

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It is not yet good because

 The childminder does not consistently use ongoing observations to identify the areas of learning covered by the activities or children's next steps. Therefore, she does not always use the assessments to fully support children to make the best progress in the prime and specific areas of learning.  Parents are not consistently encouraged to share information about their children's learning at home in order that the childminder can work with them to ensure that children's ongoing development can be consolidated and effectively extended.  Children are not consistently learning about good hygiene practices as the childminder does not always promote effective opportunities to minimise the spread of infection.

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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 main rooms used for childminding and the outside area.

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Inspection activities

 The inspector looked at a selection of policies, procedures and photographs of children joining in with different activities.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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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 parents and adult sister in a house in Bedford, Bedfordshire. The playroom, kitchen, bathroom on the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The family has one dog and one cat as pets.

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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.

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Information about the setting

There are currently 10 children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 5.30pm, 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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must:

 improve the use of consistent ongoing assessments to identify and plan for children's next steps in learning to support them to make the best progress in the prime and specific areas of learning

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must:

 develop the partnership with parents by improving the ongoing dialogue or sharing of regular two-way observations on learning with parents and use this shared knowledge and understanding to plan together and think through ideas of how to move the child forward so that parents can more effectively share in their child's learning at home.

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

 promote the continuous good health of children by ensuring that consistent steps are taken to prevent the spread of infection. This refers to the use of individual hand towels to encourage the children to learn about good hygiene practices.

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who attend

The childminder has a positive understanding of how young children learn and develop. For example, she joins in sensitively with children's play supporting them to achieve what they are trying to do without over directing the activity. When children start an imaginary game packing their suitcases for going on holiday, the childminder sensitively suggests that she provide another car seat so that they can have one each. Both children then buckle themselves in, together with their 'babies' and 'set off on their travels.'

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who attend

The childminder knows the children reasonably well. Initial discussions with the parents help her identify where the children are within their development. She then, together with her own observations, uses this information to form a general baseline for children's progress and preparation for school. All children have a learning folder in which the childminder uses photographs and observations of the children participating in the activities, to generally demonstrate their learning. However, the childminder is not optimally using the assessments to fully support children to make the best progress in the prime and specific areas of learning. This is because there is currently limited information about the areas of learning incorporated into the activities. This means that the childminder is not always fully aware of the breadth of the educational programme covered or of how much progress the children are making within it. Also as children's next

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who attend

steps in development are not consistently identified, some learning experiences are not always effectively matched to children's individual needs and occasionally lack sufficient challenge. For example, when children join in with song time the activity is only linked to the area of learning relating to expressive art and design and not children's physical and communication and language skills.

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who attend

The childminder builds mostly positive partnerships with the parents. She verbally exchanges a range of information with them about their children's day-to-day activities and invites them on a termly basis to look at and comment on their children's learning folder. However, children's learning is not fully supported as parents are not consistently encouraged to share information about their children's development at home. Therefore, this information cannot be used to consolidate children's learning or to plan for their future progress.

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who attend

The childminder provides a mostly varied range of resources and activities that are accessible and open-ended. For example, children develop their imagination skills when using the sandpit by involving their dolls in their play and by 'making them a cup of tea.' They use their emerging use of language to describe the pictures in the book they have chosen to share with the childminder. They discuss the letters in the word 'boat' and the childminder soundly extends their thought processes by asking if they can think of another object that begins with each letter. They proudly say 'A for ant' and 'T for tummy'. They then confidently explain that their tummy is 'hiding under my dress' demonstrating their growing awareness of themselves.

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

Children are mostly learning about a healthy and active lifestyle. For example, they help the childminder make pizza for lunch. They practise their physical skills as they roll out the dough and enjoy making and seeing their finger prints in it. They learn how to cut up the peppers and ham to go on the top and try new varieties of food such as spinach. There is, however, limited extension of the activity to challenge children's further thinking. For example, they are not encouraged to talk about the shapes or numbers involved. The pizzas are then cooked and mostly eaten for lunch or taken home to be shared with the children's parents. Children are learning about some hygiene practices throughout the day. For example, they know to wash their hands before their lunch. However, because they do not use individual hand towels or paper towels for drying their hands, they are not effectively protected from cross infection. Children are learning about their own physical

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

capabilities as they jump on the bouncy castle and join in with aerobic sessions held at the local school. They are learning about their own safety as the childminder soundly supports them to, for example, tell her when it is safe to cross the road. When on outings the boundaries are explained and children are taught what to do if they should get lost. They also regularly take part in the fire evacuation procedures ensuring that they are aware of what to do in an emergency.

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

Children bond well with the childminder and are happy and settled in her company. For example, they snuggle up to her when they wake up and receive a reassuring hug in return. The childminder tells them that she missed them while they were on holiday and this leads into a conversation about their trip, helping the children recall past experiences and events. The childminder forms positive relationships with parents and ensures that she knows about the children from the start of the placement. For example, parents complete an 'All about me' form which includes details about the children's routines as well as their likes and dislikes. Children are learning about acceptable behaviour and to respect each other. They are encouraged to be polite to each other and learn to share and to take turns with the resources. For example, while making their pizzas they are asked if they would like a chopping board each. They kindly suggest that they will share one and work

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

very compatibly next to each other. Incorporating boundaries and routines into the children's daily lives helps in their preparation for school. The childminder encourages their independence skills and their confidence is speaking up for themselves. She also takes children to a story box group where they learn to sit with their legs crossed as in school and participate in, for example, listening games. This also encourages the children to socialise with others in preparation for their future learning and life skills.

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provision

The childminder has a sound understanding of her responsibilities with regard to the Statutory framework for the Early Years Foundation Stage. She has attended safeguarding training and is aware of the procedures to follow should concerns arise about any of the children in her care. She risk assesses all areas used by the children and ensures that hazards are minimised. For example, the playroom is fitted with a safety gate to ensure that the children cannot leave it unsupervised. When out and about, the childminder ensures that she takes her 'outings bag' with her. This contains items, such as a first-aid kit and the contact numbers for the parents. The children also wear wrist straps containing the childminder's details in case needed, and therefore, protecting them in an emergency situation.

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provision

The childminder appropriately helps the children to make sound progress in their learning. Following her own evaluation of her practice before the inspection, she now recognises that further monitoring of the assessment system is required to consistently support and maximise children's development. She mostly works positively with the parents and is developing partnerships with other professionals to ensure that she is able to support the children and families if interventions are required. She has started to interact with other early years settings attended by the children to enable all those involved to make a positive contribution to the children's all round learning and development.

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provision

The childminder has started to monitor her day-to-day practice and completed the self- evaluation form before inspection. She has identified some areas for improvement and plans to use the form as an ongoing tool to help progress her childminding practice and enhance the experiences she offers the children. She is proactive is seeking the views of other professionals and the parents about her practice and reacts positively to any comments made.

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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 EY457233 Local authority Bedford Borough Inspection number 906407 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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