Childminder in Central Bedfordshire

Inspection date

Previous inspection date 12/08/2013 21/12/2010

p.1

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

p.1

This provision is good

 The childminder uses clear observation and assessment to identify next steps in children's learning. This contributes towards their good progress and development.  Children are physically active and develop good health because they have free use of a well-equipped garden area, with covered area, that they use everyday throughout the year.  Children show good levels of security and attachment in the home. They make independent choices about where to play and move freely between the play areas. Consequently, children develop positive self-esteem and attitudes towards learning.  The childminder understands her role and responsibility in regard to safeguarding. Therefore, children are protected well.  The childminder works closely with all children and parents to share and appreciate each other's culture and as a result, all children develop a positive sense of identity.

p.1

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 at home.  The review of practice does not routinely include the views of parents and children, in order to identify priorities for improvement that are based on the needs of those, who use the childminding service.

p.1

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

p.2

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.

p.2

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.

p.2

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.

p.2

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.  The inspector reviewed the childminder's online self-evaluation form.

p.2

Information about the setting

The childminder was registered in 1999 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her mother and brother in a house in Henlow, Bedfordshire. The whole of the ground floor, an upstairs bedroom and the bathroom of the childminder's home are used for childminding. There is an enclosed garden available for outside play. The childminder attends social and activity groups on a regular basis.

p.3

Information about the setting

There are currently six children on roll, five 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 5pm, Monday to Friday, except bank holidays and family holidays. She supports children, who speak English as an additional language. The childminder is a member of the Professional Association for Childcare and Early Years.

p.3

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

 extend further 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

p.3

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

 build on self-evaluation by extending how the views of parents and children are incorporated, to further assist in identifying areas for further improvement.

p.3

who attend

Children are engaged and motivated to learn because the childminder provides opportunities for them to initiate their own play in all areas of the home. For example, children enjoy elaborate role play in the garden because there are materials accessible to them in the wooden playhouse with which they build their games. Children set up highchairs for baby dolls and tell the childminder, 'We are having spaghetti hoops for dinner, I must wash my hands'. The childminder skilfully observes the play before joining in. She introduces simple mathematics and calculation by urging children to consider how many places they are setting and to work out how many more plates they will need. In this way, children are using their emergent knowledge to work out simple problems during everyday activities; this helps to prepare them for a move to school. The play evolves into taking the babies to the doctor's surgery. Children are encouraged to consider what they

p.3

who attend

know about the roles of people, who help them and they talk about the care provided by the doctor. The childminder introduces children to their local community because they make regular excursions to local settings and activity groups. Children have access to resources to promote their interest in their own and each other's cultures and they take part in regular activities to foster this interest. For example, they investigate festivals with the childminder and make large world maps together. The childminder learns and uses some key words of the home languages spoken by children in her care and this helps them to feel secure. Parents of the children visit the setting to share stories and songs with all the children. This both engages parents in the childminder setting and supports all children to be interested in each other's culture. As a result of the teaching and actions by the childminder, young children with English as an additional language are making good

p.4

who attend

All children love to sing and share stories and enjoy playing in the tent in the garden. The childminder introduces additional learning in a fun manner. For example, when children invite her to join them inside the tent, she suggests that they share some songs together. The childminder sings 'Sleeping bunnies' and children eagerly take part and carry out the actions squealing with delight as the tent moves when they hop up and down. This enhances children's early communication and language. Children show that they receive the support needed to foster their curiosity for learning. For instance, they discover the brightly coloured windmills in plant pots in the garden. They try to spin them round by blowing them and are joined by the childminder, who talks aloud, describing what they are doing. This helps children to link their actions with words, reinforcing learning. Children make diaries in which they record the activities they have enjoyed during the

p.4

who attend

summer holidays. They sit and read their books to review their favourite activities. This fosters both communication and language, as well as literacy skills and prepares them for school.

p.4

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. She knows the stages of learning and development of the children in her care and monitors children's progression closely against appropriate guidance. The childminder invites parents to review the development of children and they have access to a daily diary. She completes a comprehensive progress check at age two years for children and shares this with parents. This helps to review children's overall learning and development and well-being. There is a good exchange of general information each day when children are collected or arrive at the childminder's home. As a result of the sound sharing of information, the care for children is consistent. However, while information is shared, the learning and development achievements in the children's own home are not fully included

p.4

who attend

in the planning. 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. As a result of the childminder's teaching and practice, overall 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.

p.4

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

Children demonstrate good attachment to the childminder and her family and involve her in their play. She is attentive and offers children appropriate support and independence in their care needs. For example, younger children are helped to wash and dry their hands, while older children manage their own needs using individual towels. Children demonstrate their clear understanding of good hygiene procedures during their play. As a result, children develop good self-esteem and learn to meet their own needs through regular daily routines. The childminder ensures that she works closely with parents, in order to meet children's care needs. For instance, they are introduced slowly to her care, which encourages them to feel secure. Parents' comment that they are 'delighted with the progress' and that their child 'receives a huge amount of support and encouragement, which has led to showing an interest in a wide range of activities and confidence to 'have

p.5

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

a go'. As a result of the steps taken by the childminder, children form good bonds with her. Children decide when they are hungry; the timing for snacks and lunch is planned to meet that choice. They make 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.

p.5

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

Children are very well nourished. The childminder works closely with parents to ensure that she is providing a balanced diet that promotes health. Children are physically active. They move freely between indoors and the outside areas. The garden has the benefit of two separate areas divided by hedging and a gate. This means that children can play safely outdoors or inside the home and the childminder can supervise them very effectively. There is also a covered area, which means that children can play outdoors in inclement weather. During very hot days, this area also provides shade for children. The childminder offers a broad range of outdoor activities and this has a significant positive impact on children's good health. Children are kept safe on the premises and on outings because the childminder devises and completes comprehensive assessments of risk. Children follow safe road crossing procedures each day when in the community. The

p.5

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

childminder offers consistent reminders to them to play safely and is vigilant in observing their exploratory play. For example, when they experiment by clambering over inflated toys, she gently reminds them about speed, care, balance and obstacles in their path. In this way, children develop a keen sense of keeping safe during daily play. 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's 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 on to school where they will be in a larger social group. Children demonstrate that they respect others when they ask 'May I join in?' during group activities.

p.5

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. She shares a large range of policies with parents to underpin the professional relationship. The childminder completes some reflective practice to continue to develop the care provided. She has established robust observation and assessment systems that inform planning for children. The childminder seeks up-to-date knowledge through contact with other professionals and by using information sources on the internet. She regularly reviews all areas of her care, including the information provided to parents. Consequently, she is able to demonstrate a drive for improvement and continued good provision. However, the views of parents and children attending are not fully incorporated into the plans for improvement. This means that the continued

p.5

provision

development does not consistently reflect both the evaluation of the childminder and those using her service to drive improvement.

p.6

provision

The childminder has a robust understanding of safeguarding and she ensures that children's welfare is assured. A comprehensive and clearly written procedure for safeguarding is shared with parents and the childminder updates the referral procedures for any concern as required. This identifies the importance that the childminder places on her role. The childminder implements thorough procedures that protect children when they are away from the home and she supervises them vigilantly at all times, both inside the home and when outdoors or during outings. Risk assessments are recorded and detailed; they are especially thorough for those events that take place away from the home. The childminder revisits her assessments of risk frequently to ensure that children are safe. She demonstrates a proactive attitude towards monitoring and evaluating the effectiveness of her inclusive practice. The childminder works closely with all families to

p.6

provision

ensure that steps are taken to include every child and provide opportunities for them to develop and use their home language in play. This is demonstrated by the involvement of parents in the childminder's setting and the activities undertaken with all children.

p.6

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. The childminder works with other key persons, when children attend other settings, to ensure a consistency of approach in learning and development. Observation and assessment development files are shared, this supports children's transfers 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. She demonstrates clear knowledge of the characteristics of learning. As a result, children make good progress. Children in the care of this childminder have a positive experience that forms a good base for continued well- being, learning and development.

p.6

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

p.6

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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number 219833 Local authority Central Bedfordshire Inspection number 932234 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10