Childminder in Central Bedfordshire

Inspection date

Previous inspection date 28/11/2013 06/07/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children operate simple mechanical toys and investigate early technology because the childminder provides resources that help them to find out how things work.  Children show good levels of security in the home. They make independent choices and select materials, and move freely between play activities. Consequently children develop good self-esteem and attitudes towards learning.  The childminder provides a varied home-cooked diet for children that helps them to enjoy a social meal time and understand good health.

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It is not yet good because

 Teaching requires improvement because assessments are not used to consistently monitor progress or guide planning for next steps, and parental involvement in the learning programme is not established. As a result, children's progress is not optimised.  Children are not always given maximum opportunity to explore their thinking and extend their learning by making decisions and becoming independent as they undertake activities.  The childminder's understanding of safeguarding does not take account of the use of mobile phones or cameras in the setting, and this means that children's welfare is not fully promoted.

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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.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written reference letters.

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Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her family; two young adults and one child aged 14 years in a house in Dunstable, Bedfordshire. The whole of the ground floor and the playroom, and the upstairs bathroom is used for childminding. There is an enclosed garden available for outside play. The family has one cat and a dog.

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Information about the setting

The childminder attends some activity groups and venues with children. The childminder collects children from the local schools and pre-schools. There are currently nine 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 6.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays.

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Information about the setting

The childminder supports children who speak English as an additional language. She is a member of the Professional Association for Childcare and Early Years.

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must:

 use the information gained through observation and assessment to monitor progress and plan challenging activities

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must:

 encourage parents to share information about children's learning and achievements at home to help establish a plan for learning, and offer ideas to guide children's development at home to optimise their progress

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must:

 improve knowledge of safeguarding procedures by identifying how to manage the use of mobile phones and cameras in the setting.

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

 help children to think of ideas and find ways to solve problems by modelling the language of thinking, and building in more opportunities for them to develop their increasing levels of independence.

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who attend

The childminder uses her knowledge of children to ensure that they are happy and secure. Children form good relationships and develop a positive approach to their play. For example, they move confidently between activities and make some independent decisions about their toys and activities. The childminder demonstrates a sound understanding of the Statutory framework for the Early Years Foundation Stage and offers support and encouragement that helps children to learn. For instance, when drawing and using self- adhesive stickers the children are introduced to mathematical terms because the childminder helps them to compare sizes and shapes. She talks aloud to children, helping them to think and control what they do. Children experiment with model cars and a garage, and enjoy rolling cars down the ramps. The childminder uses this play to introduce some new vocabulary, such as talking about fast and slow, big and small cars.

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who attend

Children are curious about how things work and begin to try and solve simple problems. For instance, they know that some cars when 'pulled back' on the floor, can be released and will roll across the floor. There are many activities available that offer early technology and children investigate these to see what happens when they press the buttons. However, while the childminder follows children's lead as they play, on occasions, her eagerness to support them means that they do not always have the chance to find things out for themselves or extend their independence fully. For example, she frequently supplies the response to her own question, asks questions that require a single word response, or makes suggestions for how the children may develop their play, directing the activity. This means that children's involvement and decision-making is not maximised, and communication is not fully enhanced.

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who attend

Appropriate procedures mean that the childminder gathers information from parents about children's needs and well-being. She uses this information, and that gathered through general observation, to plan the daily resources they will use. Parents are not, however, invited to contribute to a starting point for children's learning, and the childminder is not yet consistently using information of children's achievements at home to inform the planning. Furthermore, while general information is shared, the childminder is not providing ideas to guide children's development at home. The childminder is aware of the progress check at age two for children and will complete this for each child between the ages of two and three years. Children with English as an additional language are making satisfactory progress in their development because the childminder works well with those parents and incorporates some of their home language in everyday play. She speaks to

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who attend

parents to find out about cultural events at home and shares these with all children. Children are offered some opportunities to learn about other cultures and ways of life through activities and by exploring the local community at regular social and activity groups. The childminder is generally aware of the children's next steps in their learning and the areas of learning; this helps her to offer balanced opportunities to support children's steady progress. However, her observations and assessments are not used consistently to monitor children's progress. Hence, she is unable to fully use them in her planning to build in next developmental steps. The planning of activities is, therefore, not sufficiently informed in order to plan the activities, and provision needed, to promote children's learning and development to the maximum.

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who attend

Young children are generally appropriately supported in developing the skills they require to learn effectively and to achieve. For example, they complete puzzles with the childminder and engage in simple role play, such as with the kitchen materials, together. Children love to transport items in cups and containers, and the childminder facilitates this by providing a variety of containers in different sizes. The youngest children develop concentration when they use the base boards with wires and beads to manipulate beads along from one end to another. The childminder encourages children to complete tasks right to the end. Children show a clear sense of achievement and repeats these actions several times. The childminder offers other activities that introduce children to painting and gluing for themed activities for popular celebrations. These activities lay the foundations for children's future learning and any move to a new setting.

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

Children feel secure with the childminder and show that they are happy, and comfortable, in her company. She provides a flexible settling-in procedure and is informed about younger children's daily routines and individual needs. This helps children to become confident and, as a result, form secure attachments with her. Children show that they feel settled by readily including the childminder in their play and approaching her for help. As a result, children are emotionally secure which prepares them for future moves to school. The childminder provides the support needed to help children to become independent and meet their own needs. For example, younger children are helped to wash their hands, while older toddlers complete self-care with supervision. Children move freely between play activities. The childminder organises the playroom appropriately so that children can make choices and, as a result, lead their own learning. Consequently, children are self-

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

assured and have a good attitude towards learning.

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

Children behave well and receive consistent and positive behaviour management that helps them to develop good self-esteem. For example, they enjoy receiving certificates that praise achievements, and older children complete picture questionnaires in which they indicate their likes and dislikes. Simple house rules promote sharing and the importance of thinking of others. Children are well nourished. The childminder provides a menu of home- cooked meals that meets children's individual dietary needs. Children recognise when they are thirsty, or hungry, and help themselves to a drink or ask for a snack of fruit. As a result, they are becoming aware of the link between food and drink, and good health. Children enjoy physical play each day in local parks and the well-equipped garden. Children climb on the climbing frame and engage in role play in the play house outdoors. They enjoy searching for insects and viewing the fish in the pond in the garden. This helps

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

to support good health through exercise, and extends 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 risk assessments to minimise hazards for children. They begin to develop an awareness of their own safety because they receive regular reminders about playing safely. Children practise road safety when in the community and take part in the planned emergency evacuation. Consequently, they explore simple methods that help them to understand about risk and safety.

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provision

The childminder has a sound understanding of the requirements of the Statutory framework for the Early Years Foundation Stage. She reviews her procedures and documentation and ensures that this is all in place. This inspection was brought forward as a result of an incident, brought to the attention of Ofsted, relating to a significant event likely to affect the suitability of the provider, and about which the childminder failed to notify Ofsted. The provider was issued with a warning letter for failure to notify Ofsted. The childminder now understands the range of issues that must be reported to Ofsted and holds all relevant details to enable her to do so. Her understanding of safeguarding is sound and she ensures that children's welfare is maintained. For example, she has recognised possible areas of concern and is aware of how to report those concerns to meet the guidance and procedures of the Local Safeguarding Children Board. A written

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provision

procedure for safeguarding is in place to underpin her practice, which is shared with parents, and ensures she can protect children. However, the childminder is less secure in her knowledge of how to manage the use of mobile phones and cameras, in the setting, in line with the Statutory framework for the Early Years Foundation Stage. This means that children's welfare is not fully promoted. The childminder implements procedures that protect children when they are away from the home and uses appropriate risk assessments. As a result, children are safe both in, and outside of, the home.

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provision

The childminder shares a range of policies with parents to underpin the relationship. Parents are involved in the day-to-day care of their children and comment that the childminder is their 'complete support network' and 'is completely flexible and keeps me informed daily'. Furthermore, the childminder offers a service that adapts to continuing changing hours and returns some children to their own homes in the evening, where required, to support parents. The childminder completes basic reflective practice to continue to develop the care provided. She makes use of research and websites to download information and update her knowledge. She also seeks feedback from parents and children regularly through a comments book and questionnaires. This helps her to consider improvement in her practice and the care for children.

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provision

The childminder is not currently caring for any children with special educational needs and/or disabilities in the early years age group. However, she is aware of the importance of working with parents and other professionals where necessary. The childminder works well with other key persons when children attend other settings. For example, she talks about her informal observations with them and continues with activities linked to school themes to promote a consistency of approach towards children's learning. The childminder demonstrates a sound understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She is beginning to use some developing observation and assessment, and demonstrates a basic knowledge of the characteristics of learning. As a result, children make sound progress. Children in this setting are settled and secure, and have a positive relationship with the childminder that

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provision

forms a sound base for their 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 219770 Local authority Central Bedfordshire Inspection number 941964 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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