Childminder in Luton

Inspection date

Previous inspection date 14/01/2014 01/04/2009

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

p.1

This provision is good

 The childminder teaches children to become competent and skilful communicators by modelling language and introducing them to new words.  Children develop a keen sense of humour as the childminder is playful and demonstrates her enjoyment in their company. This raises children's confidence and self-esteem as they play and learn together.  Children become extremely independent in meeting their own needs because the childminder has high expectations for what they can do.  The childminder has a secure understanding about her role in protecting children and extends her understanding through regular training.

p.1

It is not yet outstanding because

 There is scope to extend the use of technology in recording learning to include children in order to further their understanding and interest.  There is scope to research a wider range of training opportunities to enable the childminder to draw up a targeted plan for professional development to enhance her already good teaching practice.

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 playroom and living room.  The inspector had discussions with the childminder and children.  The inspector discussed a planned activity with the childminder.

p.2

Inspection activities

 The inspector sampled a range of documentation including children's records, safeguarding procedures and self-evaluation.

p.2

Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and 10 year old child in a house in Luton, Bedfordshire. The whole of the house and rear garden are used for childminding. There are three steps at the front of the house leading to the front door. The family has a pet rabbit. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools.

p.3

Information about the setting

There are currently 14 children on roll, four are in the early years age group who attend for a variety of sessions and ten are school-age children who attend before and after school and school holidays. The childminder is open all year round from 7.30am to 6pm Monday to Friday except for family holidays. The childminder has a relevant level 3 qualification.

p.3

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

 increase children's interest in technology further by encouraging them to record, view and share their learning electronically with parents

p.3

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

 consider ways of accessing training opportunities from a wider range of providers and draw up a targeted programme of professional development to extend already good teaching practice.

p.3

who attend

The childminder supports children's communication and language development well. She extends their vocabulary by using descriptive words as they play with dough, such as 'squishy and squashy'. Children copy this and use their own words to describe the way that the dough feels. The childminder asks children open ended questions and awaits their response, giving them thinking time to develop their answer. This helps children to understand the rules of conversation. The comfortable, unhurried chat the childminder and children share throughout their day increases children's speech and language and desire to communicate. Consequently, they make very good progress in this area. The childminder provides a balance of adult-led and child-led activities. Children sustain interest in the activities the childminder plans because she is able to skilfully extend these, capturing children's interest and curiosity. She uses one activity to introduce multiple

p.3

who attend

learning opportunities meaning that children benefit greatly from these. Teaching of physical development is equally good. The childminder allows children opportunity to climb on and off adult chairs and encourages them to move freely around the house as they play hide and seek, getting into small places to conceal themselves. Outdoors children benefit from regular trips to the park, woodland and soft play area as well as the garden. Children use a wide range of tools and demonstrate good hand eye coordination as they replace the lids of pens after they finish colouring and drawing.

p.4

who attend

The childminder engages in playful teaching with children and clearly enjoys their company. Children respond to this and share a developing sense of humour as they balance dough on their heads as hats. The very positive attitude the childminder has to teaching children and the variety of activities she offers, fosters children's positive attitudes towards learning. They are keen to have a go and experience new things. These skills are essential to children's future success in learning giving them the good attitudes and dispositions they need when they begin school. The childminder is keen to share children's learning with their parents and provides them with photograph updates of children's activities throughout the day. This good use of technology is not fully utilised for children's benefit, for example by them deciding what to photograph, taking some photographs for themselves and observing how these are sent to parents to further

p.4

who attend

develop their understanding of the world.

p.4

who attend

The childminder reviews the ways she shares information with parents and is trialling electronic communication to ensure that busy parents can access children's development files readily. This enables them to exchange observations and discuss children's achievements in real time and retrospectively. As a result, parents feel part of children's learning and know how to continue their learning at home. The childminder builds upon the information she receives from parents. When children attend other childcarers, the childminder is proactive in sharing children's learning. Together they develop shared plans to support children's development in a consistent approach which ensures that they make the best progress from their individual starting points.

p.4

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

The childminder is exceptionally warm and welcoming to all children. They share close bonds of attachment with her and each other. Children settle quickly because of the nurturing care the childminder provides. The childminder makes every effort to help families to experience a smooth move when children start in her care. The frequent daily updates she shares help to reassure parents that children settle quickly in their absence. Children display extremely high levels of self-esteem and security. They are able to direct their own learning and manage resources for themselves. For example, young children take things they want from the storage boxes, and then return these after they finish playing. Despite their young age, children care for their environment and are respectful to the childminder and other adults. This is because of the genuine care and respect the childminder shows them. The extremely close working relationships the childminder builds

p.4

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

with other childcare providers who care for children help them to move between their different environments with confidence and little disruption. This means that children are very well equipped for changes in their routines.

p.4

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

Children care for dolls, which they dress and undress as they use a pretend washing machine to do the laundry. The children are affectionate and caring with their dolls. They tuck them under their arms and carry them around, kissing them gently. The childminder uses this play to talk with children about their own families, helping them to make the connection between the care they receive and the care they are giving. Children are equally considerate towards the childminder and each other. This creates an environment where children flourish because they are emotionally prepared and eager to learn.

p.5

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

Children's behaviour is outstanding because of the multiple choices the childminder gives them. Children know and understand the firm, but fair boundaries in place because the childminder explains the possible consequences of their actions. For example, if they kick footballs inside the house, younger children might get hurt or ornaments broken. She asks children to reflect how this will make others feel, boosting children's sense of empathy. Children have excellent independent skills because the childminder has very high expectations for what they can do. As a result, dress themselves, hang up their coats and tidy away without prompting. Children help the childminder to choose their weekly menu. This provides a balance of healthy food for children, developing their awareness of good choices. Children engage in regular exercise and opportunity to test out their developing skills. Drinks are readily available for children to sip throughout the day. This helps them

p.5

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

to understand the components of a healthy lifestyle. Children manage small risks for themselves extremely well, such as learning how to climb down from chairs safely. The childminder exposes them to activities which help them to experience challenge, such as jumping from a height at the soft play area and climbing at the local park. The childminder raises children's awareness of road safety through their daily walks to and from school.

p.5

provision

The childminder uses policies and procedures to guide her work. She reviews these and updates them on a regular basis meaning they remain effective. Frequent training enables the childminder to refresh her knowledge of safeguarding. She demonstrates a good understanding about the signs and symptoms which might cause her concern about children's welfare and explains the action she would take to report such a concern. The childminder assesses the areas where children to play to minimise any possible risks. When out of the house, the childminder ensures she is assessing new places to confirm their safety and suitability for children. The childminder undertakes first aid training to ensure she has knowledge of how to deal with any medical emergencies.

p.5

provision

The childminder undertakes thorough self-evaluation. She gathers parents views via questionnaires and seeks children's ideas through discussion and by monitoring their engagement in activities. The childminder has plans for future development and successfully addresses recommendations from the previous inspection. This shows that she has a good capacity to maintain ongoing improvements in quality for children. The childminder would like to attend further training to extend her already good understanding of how children learn and develop. There is scope to research wider afield to access training opportunities to provide a more finely targeted programme of professional development. The childminder works alongside other childminders to share good practice and seeks information and advice from internet sites. The childminder is well qualified and demonstrates a good understanding of children's development.

p.5

provision

The childminder uses information she gathers through observations effectively. This enables her to plan well for children's next steps and to ensure that activities support their good progress. The childminder completes the progress check for children aged two and shares this with parents. This provides an accurate account of children's learning to date because of the detailed information she gathers. Tracking also identifies where children exceed expectations and any areas where they need extra support. The childminder works closely with parents and other providers to ensure that children experience continuity and assessments accurately reflect what children can do. The childminder is aware of the importance of working with other professionals to support children should the need arise.

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 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

p.7

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.

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 EY317500 Local authority Luton Inspection number 862265 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 14

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