Childminder in Central Bedfordshire

Inspection date

Previous inspection date 11/12/2013 16/03/2009

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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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder carries out concise observations and assessments in order to plan for children's learning. This helps all children to make consistently good progress.  All children, including those who experience traumatic home lives, thrive because of the nurturing and highly effective ways that the childminder raises their self-esteem.  Children are highly independent and confident in meeting their own needs because the childminder has high expectations for what they can do.  The childminder has a good awareness of child protection and implements thorough and well-planned procedures to keep children safe.

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It is not yet outstanding because

 There is scope to further develop children's curiosity and interest in the natural world by bringing items into the home for young babies and children to explore.  At times books are not readily available for young children to look at independently in order to boost their interest in literacy.

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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.  The inspector had discussions with the childminder, co-childminder and children.  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 photograph books of planned activities.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and four children in a house in Dunstable, Bedfordshire. She uses the whole of the ground floor, two first floor bedrooms and the rear garden for childminding. The family has pet turtles in a tank and a bearded dragon. The childminder works with her husband who is also a registered childminder at the same premises. The childminder provides overnight care for children.

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Information about the setting

The childminder is qualified to degree level and has completed basic training including first aid and child protection. She updates her knowledge through specific courses, such as food hygiene. She attends local toddler groups and visits the local shops and park 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 29 children on roll who all attend on different months, days and times, and the childminder has responsibility for 16 of these, seven of whom are in the early years age group who attend for a variety of sessions and nine are school-age children who attend before and after school and in school holidays. The childminder is open all year round from 7am to 7pm Monday to Friday except for family holidays.

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

 help children to explore the natural world further by providing resources for young babies to explore indoors

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

 enhance children's development of early literacy by increasing the availability of books for young children to look at independently.

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who attend

The childminder shares her interest in creative activities with children. She provides engaging activities, such as moulding children's hands in clay and decorating them to make Father Christmas models. Children enjoy expressing their ideas through painting and creating and use household items, such as empty boxes and bottle tops to create cars and buildings. Children talk confidently because the childminder talks with them throughout their day and encourages them to express their ideas. She listens to what they have to say and gets down to their level. The childminder is teaching children to use sign language following on from children's use of it at home. The childminder encourages children to use their large muscles through playing in the garden on the trampoline where they bounce energetically. In regular trips to the woods and park, children further use their large muscles as they climb and slide. Children develop the smaller muscles in their hands as

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who attend

the childminder encourages them to draw and handle small toys and figures. Children are developing an interest in books as the childminder reads to them and creates activities around the characters which appear in the book. There is scope to extend upon this interest by making sure that young children are able to look at books when they choose to, in order to increase their literacy skills further.

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who attend

Children enjoy the freedom of playing outdoors and exploring the natural environment. This is not always fully developed to the optimum by bringing the natural resources home for young babies to explore further. Children generally choose what they want to play with from the wide range of toys and equipment. The childminder appreciates that children need a balance of adult-led activities and free choice and ensures there is a good mix of both. The childminder understands about how children learn and what might hinder them. As a result, she ensures that young children sleep when they need to and gives them comfort when they ask for it. Therefore, children readily and willingly explore activities. This helps children to develop positive attitudes towards their learning and equips them very well for their future entry to school.

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who attend

The childminder observes children extensively and uses this with good effect to plan for their learning. She is aware when children need extra support and is patient and understanding as she works with parents to overcome times of unsettlement. The childminder finds creative ways to engage parents, for example, she uses a secure webpage to share photographs of children's activities. The childminder uses a daily diary to communicate with all those who care for children, including other providers. This helps children to experience consistency in their learning and parents can support their learning at home. The effective tracking the childminder uses helps her to recognise when children regress in their development and she monitors them closely, putting into place plans to help them to close the gap and continue to make good progress.

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

The childminder builds exceptionally strong relationships with children. She is inspirational in the non-judgemental, caring and compassionate approach she has to caring for children. She uses her extensive knowledge to ensure that children thrive under her careful support and as a consequence all children, regardless of their traumatic backgrounds are emotionally ready and able to learn. They build extremely close bonds of attachment to the childminder and her co-childminder. This is because of the highly effective ways that the childminder fosters their personal, social and emotional well-being. Children know that the childminder cares for them as she teaches them about their emotions and feelings. This helps children to understand about how to express themselves and they become resilient and confident as a result. As children are able to talk about how they are feeling, they behave extremely well. The childminder reinforces this with clear

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

boundaries so children know what she expects from them. The childminder helps children to learn about each other's differences and similarities. This means that even at their young age, children are extremely tolerant and considerate of each other. They understand that some children eat different foods and have different beliefs and accept this. The childminder works tirelessly in the pursuit of providing individualised care for children which follows their needs and respects their parents' wishes and values. As a result, children follow routines which are familiar to them, helping them to feel incredibly safe and secure. Children enjoy their time with the childminder who prepares them exceptionally well for changes. The childminder encourages parents to share as much information as possible when they start in her care to help them make a smooth move into the new routine.

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

Children learn how to keep themselves safe as the childminder encourages them to take manageable risks for themselves, such as climbing trees and slides. Children enjoy playing outdoors and benefit from the fresh air and exercise. The childminder prepares a healthy snack and meal for children. She discusses the need for children to have healthy, balanced meals with parents who provide food for children. The childminder teaches children to learn that some foods are a treat by ensuring that they eat their meal before their pudding. Children are exceptionally independent in meeting their own needs. They put on their coats and shoes and do the zip up and even very young toddlers are able to go and wash their hands by themselves before eating.

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provision

The childminder has thorough policies and procedures in place which she reviews on a regular basis. She uses her experience and training to consider every aspect of child protection and implements her procedures with very good effect. The childminder is acutely aware of the signs and symptoms that might cause her concern about children's welfare. She works extensively with other agencies when such a concern arises. The childminder and her co-childminder work well together putting into place safe working practices, such as joint working. She understands how to use technology safely to reduce any potential risk to children's well-being. The childminder assesses risks within her home and puts measures into place to reduce these, helping to maintain a safe area for children to play.

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provision

The high level of qualification the childminder possesses has a direct impact upon the quality of care she provides for children. She uses her extensive knowledge of children's well-being to excellent effect meaning children flourish. The childminder works with her co-childminder very effectively; they complement each other and use their strengths to ensure that care is consistent. The childminder seeks further training to extend upon her knowledge and implement her learning. For example, she explains how she provides more risk and challenge in children's play as she is aware of the benefits of this. The childminder uses self-evaluation to review the care she provides. She seeks the views of parents through questionnaires and asks children about their ideas using their feedback to adapt her care. The childminder also appreciates the support of the local authority development worker and uses this feedback to build upon strengths and address any

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provision

weaker areas. The childminder has successfully addressed the recommendations from the previous inspection, demonstrating she has a good capacity to maintain ongoing improvement in the future.

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provision

The childminder builds strong partnerships with parents and engages them in differing ways. She shares information readily and welcomes the observations they provide. She includes this information in children's learning books meaning it is an accurate account of children's progress to date. The childminder uses this to inform the progress check for children aged two. She encourages other providers who care for children to share their assessments of children's learning and provides them with copies of hers. This helps children to build upon their skills. The childminder works closely with other agencies, such as social work teams. The childminder and her co-childminder provide respite and emergency care for children in need. Therefore, they are part of a team of professionals who work together for children's benefit. This provides her with a very good understanding of the importance of working with others to best meet children's needs.

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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 EY306615 Local authority Central Bedfordshire Inspection number 861900 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 16

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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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