Bathmaker, Heather Frances

Inspection date

Previous inspection date 25/11/2013 09/02/2011

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The planning for children activities is closely guided by,and adapts to, the identified next steps for each child and, as a result, children make good progress.  Teaching is good because the childminder fully understands how to promote children's learning during play and as a result, children's progress is good given their starting points and capabilities.  Children are physically active and become aware of the natural environment and local community because the childminder takes time to plan exciting activities outdoors.  The childminder fully understands her role and responsibility in regard to safeguarding children, therefore, they are protected.

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It is not yet outstanding because

 There is scope to involve parents further in the planned learning for children by offering more ideas so that parents can extend children's learning at home.  Very young children's access to the full range of resources to maximise their opportunities to freely initiate their own play and learning is not fully explored.

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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.  The inspector reviewed the providers hardcopy self-evaluation system.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged six years and four years in a house in a village close to Royston, Hertfordshire.

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Information about the setting

The family room, ground floor bathroom and spare bedroom are used for childminding. There is an enclosed garden available for outside play. The childminder attends social activities 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 six children on roll, one of whom is in the early years age group, and attend for a variety of sessions. The childminder operates all year round from 7.45am to 6.30pm, Monday to Thursday, except bank holidays and family holidays. She 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:

 extend further the involvement of parents in the learning and development of children by offering ideas linked to identified next steps to guide children's progress at home

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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 uses the information, gained through observation, extremely well and plans stimulating activities linked closely to identified next steps. For example, to foster young children's exploratory impulse and concentration she provides a tray of familiar objects for children to explore. She then covers the objects with foam for children to investigate. Young children giggle with delight as they feel the foam, spread it between their fingers and poke it with a wooden spoon. The childminder listens and watches closely before joining the play, she then talks aloud about what children are doing to help them to link words with actions. Young children maintain their concentration because the childminder follows their lead rather than imposing her own ideas on the activity. Children babble and experiment with words and sounds because the childminder shows them that she is listening to them,

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who attend

through eye contact and responds to them. The childminder carefully introduces children to size, shape and letters as they play. For example, she describes the objects as they emerge and draws letters in the foam to introduce further learning. This open-ended activity, using good teaching, enhances young children's learning.

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who attend

The childminder introduces children to their local community because they make excursions regularly. They learn about the wider diversities of society by celebrating popular festivals and enjoying activities with visitors to the home, such as, dressing in saris and discussing aspects of the visitor's culture. The childminder plans exciting outings with the children that link learning in the outdoor environment to other areas. For example, children enjoy acting the popular story book, 'We're going on a Bear Hunt', or hunt for fairies houses, when they visit the woods. This enhances their imagination and interest in literacy in an active way. Young children are supported to make decisions and solve problems. They avidly investigate early technology, pressing buttons to make lights flash and sirens play. The childminder remains attentive but allows them to try each new toy themselves and find out how each one works. As a result, children are motivated and

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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 thorough observation and assessment systems. She monitors children's progress carefully and records their development against expected milestones. This helps her to build a plan for next steps for each child. Parents are fully involved within the observation and assessment processes. They help to form the starting points for children and contribute towards the planned learning. For example, they complete an updated 'all about me' sheet, use the shared diary, and inform the childminder of achievements made at home. The childminder provides some ideas for children to do at home with their parents but these are not always fully linked to the identified next steps in learning. This means that there is scope to provide further information to guide learning at home to maximise the progress made by children. As a

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who attend

result of the observation and assessment, and the very effective planning, children make good progress. The childminder understands how to complete a progress check at age two when required. She provides a teaching environment within which children have opportunities to explore, learn actively and think critically. This lays the foundations for children's future learning and movement to school.

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

The childminder provides flexible settling-in procedures and works closely with parents to establish a positive relationship. For example, she visits children at home and arranges for children to start with her on a part-time basis, building up to the contracted hours slowly. This helps to establish a relationship with children before care takes place. Children demonstrate good attachment with the childminder and involve her in their play. She is attentive and offers children appropriate support and independence. For example, she offers young children wipes, to help them to begin to wash their hands and faces after lunch or messy activities, and they are helped to use the bathroom before eating. As a result, children learn to meet their own needs through daily routines. The childminder ensures that she works closely with parents in order to meet children's care needs. For example, she arranges her day to meet children's sleeping patterns in order that care at

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

home, and at the childminder's, is consistent. This helps the childminder to work cooperatively with parents to meet children's needs. As a result of these steps, children, from an early age, are beginning to be emotionally 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

Young children behave well and receive consistent and positive behaviour management that helps them to develop good self-esteem. Younger children are gradually introduced to sound boundaries and expectations. Children are very well-nourished. The childminder provides a menu that is cooked from fresh ingredients and demonstrates cultural diversity. She makes sure that specific dietary needs are always accommodated and has experience of preparing meals for specific intolerances, therefore, is able to draw on that experience when preparing menus. This means that children's individual needs are respected. Children enjoy physical play each day in the garden or local outdoor areas. They visit an area with a pond for picnics and float sticks on the water. Children help to bottle feed lambs at a nearby farm and view the horses there. This helps to support good health through exercise, and extend children's interest in the world around them.

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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 completes daily assessments of risk. She also completes comprehensive records of risk assessments to continue to minimise hazards for children. Children practise road safety each day and take part in the planned emergency evacuation. They begin to develop awareness of their own safety through regular discussions and daily events. For example, the childminder helps children to become aware of the need to be safe when near ponds and rivers in the local community.

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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. This identifies the importance that the childminder places on her role. She implements thorough procedures that protect children when they are away from the home and she supervises children vigilantly at all times, both inside the home and when outdoors or during outings. The use of mobile telephones and cameras is not permitted in the setting; visitors must read and sign a statement, regarding the use of mobile telephones, on arrival in the home. The childminder implements thorough procedures that protect children during excursions and uses detailed risk assessments. As a result, children are safe both in and outside of, the home.

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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. The 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 work closely with the childminder to support children. The childminder completes reflective practice to help her to develop the care provided. Each child's planning is fully evaluated and shared with parents. The childminder uses a local authority self-evaluation system. In addition, she seeks training, and attends conference days, to steer her practice. For example, the childminder attended a music seminar to guide and inform her music sessions with children. Consequently, she is able to demonstrate a drive for improvement and continued good provision.

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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. 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 monitors her own observation and assessment methods and demonstrates a good knowledge of the characteristics of learning. Each child's learning is evaluated and records are kept of what children have learnt as well as next steps. As a result, children make good progress. These links ensure that consistency of learning is promoted. Children in this setting have a positive experience supported by good teaching 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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY413379 Local authority Cambridgeshire Inspection number 875509 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 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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