Childminder in Central Bedfordshire

Inspection date

Previous inspection date 04/09/2013 29/01/2013

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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 uses observation and assessment that leads to focused plans and identified next steps for each child, and therefore, good progress for children.  Children make free choices from the resources, both indoors and outdoors in the large garden, and as a result, initiate their own play and learning. This enhances their sense of security and self-confidence.  Children adjust to any move from the childminder's home to nursery or school because the childminder works closely with parents and participates in visits with them to new settings. As a result, children thrive.  Children are supervised at all times and safeguarded because the childminder fully understands his role and responsibility. Consequently, they are protected. The relationship with parents is promoted through the use of clear policies and procedures.

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It is not yet outstanding because

 There is scope to involve parents further in the planned learning for children by fully incorporating information gained from parents about what their children know and can do and offer ideas so that parents can extend children's learning into the home.  Children are occasionally not given enough opportunity to extend their language and understanding as they play and take part in conversations.

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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 and talked with the childminder, the co-childminder and the 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 and planning documentation and a range of other documentation, including the safeguarding procedures.  The inspector reviewed the provider's self-evaluation form.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his partner and one child aged 13 years in a house in Henlow, Bedfordshire. The childminder works with another registered childminder and minds from their own home. Both childminders have equal responsibility for the childminding practice.

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Information about the setting

The whole of the ground floor and a bedroom on the first floor are used for childminding. There is an enclosed garden available for outside play. The family has two gerbils and some fish in the garden pond as pets.

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Information about the setting

There are currently 10 children on roll, four 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. He collects children from the local schools and pre-schools. 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 the involvement of parents in the learning and development of children by encouraging them to share information about their learning and achievements, and offer ideas to guide children's development at home

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

 help younger children to broaden their vocabulary, and their understanding, by consistently giving them time to talk and think, without rushing towards answers too quickly.

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who attend

Children are enthusiastic and motivated to learn because the childminder offers activities to them that are closely matched to, and responsive, to their interests and next steps in learning. For example, children are active and outdoor play is freely accessible and chosen by them. The childminder encourages children to participate in all activities, such as the trampoline, where they jump and bounce eagerly, laughing as they are out of reach of him. He introduces new mathematical language as they play by talking about bouncing hard and high; children then use this language and experiment with new vocabulary. The childminder follows the children's lead as they decide they have had enough and choose, instead, to use the sit-and-ride toys. The childminder encourages children's early interest in rhyme and new vocabulary. He models language as he sings familiar action rhymes with them. Children show that they accommodate new rhymes as they anticipate the endings

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who attend

and pull their hand away before the childminder can tickle them. They experiment with imaginary play and enjoy 'waking' the childminder as he pretends to sleep in the chair. In this way they demonstrate their sense of security and contentment.

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who attend

The childminder extends children's learning naturally. For instance, they enjoy play with puzzles and the childminder offers praise and encouragement gently to build and foster children's sense of achievement. They begin to identify shapes and numbers to fit into the inset boards while the childminder names the ones that they are looking for. Children persist with the activity and begin to develop concentration. The childminder makes good use of simple questions and broadens vocabulary by describing what the children are doing. However, on occasion, he does not give sufficient time for children to respond and answers his own questions. This means that children are not always given enough opportunity to extend their language and understanding as they play and take part in conversations.

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who attend

The childminder has a good understanding of the Statutory framework for the Early Years Foundation Stage and ensures that the educational programmes reflect the seven areas of learning. He knows the stages of learning and development of the children in his care because he uses detailed observation and assessment to gauge each child's progress. He uses verbal information contributed by parents and his own initial observations to identify initial starting points. Each child's development file includes an individual learning plan. This identifies progress made and next steps, with detail showing how these are planned for and how they will be achieved. Therefore, the planning is tailored to meet the needs of individual children and they make good progress. Face-to-face contact with parents plays a key part in the communication about children's learning and development. Diaries are used to record welfare areas and some play and learning. As a result of the sound sharing

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who attend

of information, the care for children is consistent. However, while information is shared, the achievements made at home are not fully used and the childminder does not consistently offer parents ideas to guide children's development at home. This means that the progress made by children is not always maximised. The childminder completes a clear 'progress check at age' two, for the children within that age group, and this is shared with parents to support children's learning. The childminder provides an environment within which children have opportunities to explore, learn actively and think critically. This lays the foundations for children's future learning and supports their readiness for school.

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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 him in their play. He is attentive and offers children both appropriate support and independence. As a result, children form good attachments. The childminder works with a co-childminder and they both work closely with all children present. Consequently, children make strong relationships with both key persons. The childminder ensures that he 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 feel secure. Children find their own cups for drinks and know their own cot for sleeping, where they have their own personal bedding. They make free choices from the broad range of play materials that are

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

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 models good social behaviour and demonstrates a calm demeanour. Clear boundaries are maintained to ensure that the children of the different age groups attending are clear about what is acceptable and safe behaviour. For example, children understand that the 'one at a time' rule on the trampoline is to ensure that they are all safe. As a result, children learn to think about how they affect others. Children are well nourished. The childminder and his co-childminder supplement the packed lunches provided by parents with nutritious drinks and snacks. Children learn where food comes from because they plant fruit and vegetables, such as tomatoes and strawberries, in the garden. They love to pick the apples that grow on the apple tree in the garden and observe their growth, from flower to fruit, across the season. Children love to use the large garden, where they can play ball games, climb trees, and hunt for insects each day.

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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, together with his co- childminder, devise and complete regular assessments of risk. Younger children discuss road safety and general safety within everyday play. Practical routines and reminders help younger children to consider risks in the home, such the step between the lounge and playroom. This helps them to learn about potential risks to themselves and enhances their awareness of personal safety. Children practise emergency evacuation regularly and learn about how important it is to follow the lead of the childminder. Relevant daily practice and ongoing explanations from the childminder help younger children to build a clear understanding of safety issues.

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provision

The childminder sets good standards for the quality of care that he offers. All documentation and procedures, as required by the Statutory framework for the Early Years Foundation Stage, are in place. The childminder, together with his co-childminder, shares a range of policies with parents to underpin the professional relationship. Parents are involved in the day-to-day care of their children and value the methods of communication open to them by the childminder. For example, they use text, telephone and email correspondence in addition to the daily diary. Parents, and children, use questionnaires to offer feedback on the care provided. The childminder completes reflective practice, with his co-childminder, to continue to develop the care provided. He seeks and completes training, evaluates activities to assess their value to children, and makes changes to how observation and assessment is conducted. This ensures that he is

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provision

able to monitor the progress made by children. Consequently, he is able to demonstrate a drive for improvement and continued good provision. The childminder has a robust understanding of safeguarding and he ensures that children's welfare is assured. A clear written procedure for safeguarding is shared with parents and the childminder. He discusses the policy, with his co-childminder, to ensure that referral procedures for any concern are accurate. The childminder is fully aware of when, and how, he needs to contact Ofsted, or relevant authorities, and vigilantly applies the policy when needed. The policy for safeguarding includes the procedure for allegations against the childminder, his co-childminder or other persons in the home. The use of mobile telephones and cameras is not permitted in the setting. The childminder closely monitors all visitors to the setting and safety procedures make sure that no unauthorised

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provision

persons may enter the premises or gardens. 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 inside, and outside of, the home.

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provision

The childminder is not currently caring for any children with specific identified needs. However, he is fully aware of the importance of working with other professionals where necessary. 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, and written summary assessments, are shared with parents and are prepared to be shared with other settings. This supports a move 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. He implements robust methods of observation and assessment, and demonstrates clear knowledge of the characteristics of learning. As a result, children make good progress. These clear links ensure that consistency of learning

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provision

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 EY441214 Local authority Central Bedfordshire Inspection number 932987 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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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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