Childminder in Central Bedfordshire

Inspection date

Previous inspection date 29/11/2013 11/11/2010

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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

 Teaching is good as the childminder understands how children learn and delivers activities, such as early mathematics, in engaging ways. For example, children are well supported to play pairs and match pictures by their different features.  The childminder uses her very good knowledge of children's abilities to discuss their development with their families and others who provide care for them. This helps children to make good progress, especially in the area of communication and language.  Children are able to begin to manage their own safety as the childminder explains to them how to keep themselves safe, such as not running around when things are on the floor as they might slip.  The childminder uses technology with very good effect to communicate with parents, sharing children's learning and shaping her policies and procedures for the benefit of children.

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It is not yet outstanding because

 There is scope to increase children's literacy skills further by including more print to support their play, for example, by having simple recipe cards and name labels.  Children cannot always easily reach tissues in order to meet their own personal needs for maintaining their comfort and hygiene, as the childminder does this for them.

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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 main room and kitchen.

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Inspection activities

 The inspector had discussions with the childminder and children, and took into account written feedback left by parents.  The inspector discussed 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 suitability checks.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 15, 12 and six years in Linslade, close to Leighton Buzzard. The whole of the ground floor and a bedroom are used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Information about the setting

There are currently five children on roll, three of whom are within the early years age range and attend on a part-time basis. The childminder operates from 8am until 6pm Monday to Friday, except for 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:

 increase the use of print in the environment to help children to recognise simple words, such as their own names, and to extend their learning through following visual instructions alongside activities

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

 develop further children's growing independence by encouraging them to recognise their own needs, such as when they need to use and dispose of tissues.

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who attend

The childminder has a good understanding about the way children learn and plans activities which they enjoy. She teaches children early mathematics in ways that feed into their interests and developing understanding. Children play a game of pairs with the childminder where they need to find matching cards, which have Christmas images on them. Children quickly understand the concept of the game and start to look for similar features. They describe similarities and differences as they look at the pictures. This increases their understanding of pattern and counting as the childminder encourages them to see who the winner is. Children engage in activities for long periods of time given their young age. This is because the childminder understands how to extend children's learning and provide them with good challenge. This fosters a sense of anticipation and excitement about learning, which equips children well in readiness for school.

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who attend

Children develop their physical skills through activities which require them to use the small muscles in their fingers. For example, children follow directions to create shapes and structures using craft straws. They carefully connect the pieces together and are proud of their creations. There is scope to develop children's interest in following instructions by providing them with recipe cards during cooking activities. Children have a range of books to read, but there are less examples of print for them to see in their play and on display to further develop their early literacy. Children delight in making cakes for their dessert after lunch. They mix ingredients with enthusiasm and increasing ability. Children are beginning to increase their control when drawing and writing as they make lines and circles in their pictures. Children attend clubs and parks outside of the home to increase the use of their

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who attend

larger muscles through climbing and balancing. Children increase their social skills in group situations when they attend toddler groups with the childminder. They learn about sharing and taking turns and how to get along with others.

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who attend

The very good knowledge the childminder possesses about children's abilities enables her to accurately monitor their progress. She shares this with parents and others who provide care for children. The childminder opens discussions with parents and other providers when she finds that her own observations of children's development do not match those of others. She recognises that children's abilities differ in their different environments and supplies accurate, well-informed tracking to demonstrate her knowledge of what children can do. This is particularly the case for children's communication and language skills. The childminder engages children in discussions throughout the day. Together, they make up songs about everyday activities and listen to familiar music and rhymes. This increases children's interest in language and they become skilful communicators as a result. Children express their needs and ideas with the childminder, who listens to what they have to say.

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who attend

The childminder discusses children's development with parents frequently. The electronic method she uses to compile children's development records gives parents ample opportunity to share their own knowledge of children's achievements. This two-way exchange of information helps children to make very good progress in their learning and development.

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

Children develop warm attachments to the childminder and are confident and content in her care. The childminder has a calm and consistent approach, which gives children security as they know what to expect during the day. The childminder discusses children's home routines with parents, which she follows. As children become older, they dictate their own routine by saying when they would like snack and what they would like to do. This helps them to increase their emotional well-being, ensuring they are ready and willing to learn. The childminder forms close relationships with others who care for children, meaning the changes children experience through the day are well managed and smooth. Children know when to expect changes in their routine as the childminder prepares them by asking them to tidy away toys before starting a new activity.

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

Children become responsible as they look after equipment and choose what they want to play with. They can reach the toys they want easily and display their work for parents to see when they collect them. This increases children's sense of achievement and allows parents to share in the activities they enjoy. The childminder manages children's behaviour positively, which helps them to get along with each other and play harmoniously.

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

Children learn about safety as the childminder explains to them the consequences of their actions. For example, she says that they must not run around indoors because they will slip over and this will hurt. This helps the youngest children to understand the implications of their actions and they begin to moderate their own behaviour as a result. Children are becoming independent as they use the toilet and wash their hands before cooking and eating. The childminder does not always encourage these good independence skills into other care practices as tissues are not within easy reach for children. The childminder needs to tell children they need to wipe their nose and does this for them, meaning they do not always recognise their own needs and ways to prevent the spread of infection for themselves. Children eat healthy snacks and prepare their own food. They enjoy regular fresh air and exercise as they walk to school to drop off and collect older children. This

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

helps children to understand the requirements of living a healthy lifestyle and they develop positive attitudes as a result.

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provision

The childminder has a thorough understanding about her responsibilities for keeping children safe. Her daily risk assessments allow her to effectively minimise potential hazards in the environment and when out of the home. The childminder embraces the use of technology, but equally recognises the potential risk this could pose to children's well- being. She has procedures in place for using technology safely and uses secure passwords to protect her computer and children's development files. The childminder uses her mobile phone safely, and is aware of good practice when recording children's development through photographs. She refreshes and deepens her knowledge about how to keep children safe by attending regular training. This means that she has a secure understanding about the signs and symptoms which might cause her concern about children's welfare and how to report any such concerns. Consequently, children feel, and

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provision

The childminder uses technology with very good effect. She records children's progress through observations and assesses their development using early years outcomes to ensure she recognises their individual levels. This enables her to clearly see where children exceed expectations or need further support. The childminder is aware of how to work with other professionals to support the needs of children should the need arise. The childminder uses the wealth of information she gathers to plan for children's next steps in learning and to develop robust plans to extend upon what they already know. The childminder works closely with parents to develop the progress check at age two. She develops this, together with parents, using all the information available. This forms accurate accounts of what children can do.

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provision

Parents share their views through regular questionnaires. The childminder is responsive to the needs of parents and is flexible in her approach. For example, she changes hours of work to accommodate some parents. The childminder develops her practice through adopting different approaches and ideas. She uses training as a means to extend upon her already good knowledge and to benefit children. The childminder puts into place extensive self-evaluation. This helps her to thoroughly address the recommendations from the previous inspection and sustain high quality care for children. She is committed to increasing quality and reads available information and works closely with local authority development workers to increase her understanding about good practice. Parents value the care the childminder provides and feel that their children are happy and make good progress in her care.

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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 EY230834 Local authority Central Bedfordshire Inspection number 872519 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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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