Swords, Helen

Inspection date

Previous inspection date 21/08/2013 05/11/2008

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder encourages young children to join in with all activities in ways that meet their needs. As a result, children display good levels of engagement and concentration, which are key skills required in preparation for school.  Children are secure, happy and confident learners. This is because the childminder provides a relaxed and child focused environment where children are valued.  The childminder encourages children to say please and thank-you and treat each other with respect. As result, children are extremely well behaved and have a strong bond as a group.  The childminder works closely with other professionals who care for children. These supportive partnerships help children to make very good progress in their learning and development.

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It is not yet outstanding because

 Children do not always have opportunities to learn about the diverse world in which they live through a wide range of exciting resources and activities.  There is opportunity to develop activities within the home to promote children's sensory learning through 'messy play'.

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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 children's learning activities in the conservatory, dining room and garden.  The inspector had discussions with the childminder and children.

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Inspection activities

 The inspector undertook a joint observation by discussing a planned activity with the childminder.

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Inspection activities

 The inspector sampled a range of documentation including children's records, safeguarding procedures and self-evaluation.

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Information about the setting

The childminder was registered in April 2008. She lives with her husband and two school aged children in the village of Marston Moretaine just outside Bedford. The whole ground floor of the childminder's house is used for childminding and there is an enclosed garden for outside play. The first floor is not used. The childminder is able to provide care on each weekday during term-time and school holidays. The childminder operates from 7.30am until 6pm. There are currently nine children on roll, of whom three are in the early years age range. Children of school age attend before and after school and in school holidays. All children attend on a part-time basis. The childminder is registered on the Early years Register and the compulsory and voluntary Childcare Register. She holds a relevant level 3 qualification in childcare.

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

 increase children's knowledge and understanding of the diverse world in which they live through rich and varied resources and activities that reflect peoples similarities and differences

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

 provide regular opportunity for children to play with 'messy activities' to further develop their sensory learning and explorative impulses.

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who attend

The childminder provides activities for children which engross them for long periods of time. This is because she plans an activity and considers how she can adapt it to suit children's differing ages and needs. Children spend time creating pictures with a beach theme using stickers, tissue paper and pens. Younger children join in at the table looking at stickers, and making marks on their paper. They point at the resources they would like to use and the childminder readily passes these to them. As a result, even very young children are able to express themselves and make choices. The childminder provides ample opportunities for children to express their desires and follow their interests. They tell the childminder when they want to play outside, and return to activities that interest them. This freedom to lead their own learning means that children are happy and make good progress in the childminder's care.

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who attend

The childminder shares resources with other childminder's to ensure that children have different toys to play with. She understands that young children need toys which offer cause and effect and provides musical toys that respond to touch. There is scope to develop resources for children's learning about diversity. This is because there are fewer toys and activities for children to help them to understand about differing cultures and ethnicities.

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who attend

Children make leaps in their communication and language because the childminder supports their learning very well. She talks to children, asking them questions which require them to think before they respond. When sitting together at the table engaging in activities, children engage in lively chatter as they excitedly talk about what interests them. The childminder values what children say and appreciates the importance of their ideas. As a result, children are confident to express themselves and engage others in discussion. Young children use early talking, such as, babbling and squealing, to show their approval and pleasure.

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who attend

Children delight in playing in the garden. Together they play games and climb the slide. The childminder encourages children to use hoops and beanbags in ways that support their balance and coordination. Young children enjoy playing with stones which form a border around the garden edge. There is opportunity to extend upon this interest by helping children to experience sensory learning through 'messy play' activities, such as sand. Children use resources inside that help them to develop their smaller muscles. They use glue sticks and pencils from a young age. This helps them to increase the skill in their fingers, in turn, helping them to gain skills they need for early writing. Children display a positive attitude towards learning new things and work well together. This helps to prepare them well for school.

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who attend

The childminder knows what children can do because she carries out observations of them at play. This helps her to plan for what children can do next to help them move forward in their learning. The childminder is able to accurately discuss children's levels of learning and is confident in recognising when children need extra help or exceed expectations. This enables her to provide activities that meet children's needs and provide them with challenge and stimulation. The childminder works closely with parents who share information about what children learn and enjoy doing at home. The childminder talks to children about these. For example, she takes them to visit local places they have enjoyed with their families. Parents and children like looking through children's learning journals and reading about what activities they enjoy. This means that parents and the childminder are able to provide children with consistency in their learning and development.

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

Children enjoy a calm and relaxing environment where they feel safe and secure. They form close bonds with the childminder and her family. The childminder encourages children to share their views and ideas and they decide what they will do during the day. For these reasons, children are very keen to attend the childminder's care and arrive happily each day. They separate from their parents with confidence and young children enjoy snuggling close to the childminder. When new people are present, the childminder reassures children and they engage with them from the safety of the childminder's lap. This shows that children feel safe in the childminder's care.

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

Parents work very closely with the childminder and together they discuss how best to support children. For example, when children do not wish to eat a range of foods, the childminder makes certificates which congratulate them for trying new food. Young children follow the routines that are familiar to them helping them to settle. Children talk excitedly about starting school. The childminder shares observations with the school staff and talks about children's individual needs. This helps children to feel confident about the change.

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

The childminder reminds children to be polite and respectful to each other. They say 'please' and 'thank-you' and wait for their turn. Older children take care of younger ones as they are careful where they play and guide children back inside from the garden. Together children eat their snack and talk about food they like and what others like. Children are sociable and friendly and share a close bond with each other. This means that younger children copy older children who are good role models for them. Children show the childminder the same respect she gives to them and consequently, they behave very well.

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

Children play rigorously in local parks and areas of interest, supporting their physical development. In the garden, children test out what they can do by sliding backwards down the slide. They ask the childminder to wait at the bottom in case they need catching. This shows that children are capable of managing and judging risks for themselves as they play in ways that test their capabilities. Children learn about healthy foods as they talk about what is good for them. The childminder helps children to know they need to drink more when the weather is hot. This helps children to be independent in recognising their own needs. Older children help younger children with their personal care as they lift them up to reach the tap to wash their hands.

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provision

The childminder uses policies and procedures to underpin her work. She keeps children safe by implementing a thorough risk assessment of the areas where children play and outings they go on. The childminder knows the signs and symptoms that might cause her concern about children's welfare and what action she would need to take. She is alert to children's well-being and aware of any changes in their behaviour. The childminder refreshes her knowledge of child protection through regular training. She records the arrival and departure of visitors to her home and confirms their identity. This helps to make sure that those who come into her home are suitable.

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provision

Thorough self-evaluation is accurate in recognising the strengths and weaknesses of the childminder's practice. She works closely with development workers to evaluate the quality of the care she provides for children. Action plans pinpoint areas for improvement and the childminder addresses these swiftly. The childminder is beginning to apply for accreditation with her local authority to further develop her good practice. Along with successfully addressing recommendations from the previous inspection, the childminder keeps a list of changes she is making and discusses the impact of these. Together, this shows that the childminder has a strong capacity to sustain improvement in quality for children. The childminder undertakes training which enables her to build upon her role. She attends local groups where she meets with other childminder's to share resources and ideas. This shows her commitment toward professional development.

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provision

The childminder completes the progress check at age two for relevant children. She shares this with parents who are keen to discuss their children's progress. Parents are happy with the care their children receive and view the childminder as part of their 'extended family'. Accurate observations, assessments and monitoring of children's learning and development chart their very good progress in all areas. The childminder works very closely with local pre-schools and schools where children attend. They share observations and work together on strategies to help children to meet their goals, such as dressing themselves.

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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 EY373460 Local authority Central Bedfordshire Inspection number 873777 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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