Childminder in Central Bedfordshire

Inspection date

Previous inspection date 27/02/2014 Not Applicable

p.1

early years provision

This inspection: 2 Previous inspection: Not Applicable 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

p.1

This provision is good

 The childminder works very closely with parents to help settle children in her care quickly. Consequently, children's learning and care needs are effectively met by the childminder.  The childminder has a sound understanding of how children learn, which is reflected in her ability to offer good levels of challenge in her teaching during the children's activities. Consequently, children make good progress in all areas of learning and development.  Children are kept safe by the childminder who has a good understanding and knowledge of statutory safeguarding procedures.  Children's progress is accurately monitored by the childminder. Consequently, activities and resources are carefully chosen to support children to move to the next level in their development.

p.1

It is not yet outstanding because

 There is scope for the childminder to extend the range of activities and resources used to help prepare children in readiness for school.

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 childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

p.2

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.

p.2

Inspection activities

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

p.2

Information about the setting

The childminder registered in 2011. She lives with her partner and two children aged four and eight years in Slip End, near Luton, Bedfordshire. The whole of the ground floor of the house is used for childminding and cots are provided for rest in one of the upstairs bedrooms. There is an enclosed garden for outside play. The family have a pet dog. The childminder collects children from the local nursery and school and accesses local shops and parks.

p.3

Information about the setting

The childminder provides care on each weekday, from 8am until 6pm, throughout the year, except bank holidays and family holidays. The childminder is registered on the Early Years Register, and compulsory and voluntary parts of the Childcare Register. The childminder currently cares for one child in the early years age range and one older child.

p.3

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

 expand the existing range of activities used to prepare and support children in their transition to school.

p.3

who attend

The childminder provides a wide range of resources for children to use and play with while in her care. She uses her very good understanding and knowledge of how children learn to support children's development. By using toys and activities that the children are interested in, the childminder skillfully introduces new concepts and learning into their play. For example, when children play with cars on a mat with printed roads on it, the childminder introduces the concept of different directions for the children to follow as they push the vehicles. The childminder uses information gained through her day to day observations of the children, to shape activities so that they offer challenge, to effectively move children to the next stage in their development. For example, while baking biscuits with children, the childminder asks children to find the number eight on the scales so that they can measure the ingredients. The childminder also asks children to describe the

p.3

who attend

texture of the mixture as they roll it in their hands. Children enjoy playing in the enclosed garden and visiting the local park where they are encouraged to run, climb and balance.

p.3

who attend

The childminder has built a good relationship with the local nursery and school. Children regularly accompany the childminder to collect older siblings and other children from these settings, giving the childminder the opportunity to talk about 'when you go to school'. This helps children who may move to another school identify similarities between different schools. Children are encouraged to turn take and share resources which helps them in preparation for moving on to school or nursery. Consequently, children are prepared for the next stage in their learning.

p.3

who attend

The childminder has established a very good routine for settling new children into her care which helps to create a strong, positive relationship with parents and children. When children first visit the childminder, parents give detailed information about daily routines, interests and developmental milestones. This helps the childminder plan activities that are suitable while offering an element of challenge to allow the children to make good progress in their learning and development. The childminder regularly talks to parents about their children's progress and offers ideas of activities they could share with children at home. By maintaining a good relationship with parents, gaps in children's developmental progress can quickly be identified so that children can be supported in their learning and continue to make good progress.

p.4

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

By creating a welcoming and secure environment for the children, the childminder is able to build a good, trusting relationship with children. By maintaining consistent boundaries and encouraging children to be kind to each other, turn take and share, the childminder is successful in making sure the children behave very well in her care. The childminder explains to children that they are all treated equally which helps create a good bond. Through feeling emotionally secure, children happily explore and actively learn so that they make good progress in their learning and development.

p.4

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

The childminder recognises the important role parents play in providing information about already established care routines for their children. This enables the childminder to maintain consistency in daily routines, such as naps and feeding. The childminder uses daily diaries for all parents and children to ensure relevant information about the day is passed on. The childminder encourages parents to stay with children for short periods of time before children are regularly cared for by the childminder. These times may cover critical times in childrens care routines, such as mealtimes and settling for a sleep to help children feel secure in the new environment. Consequently, transition to the childminder's care is a smooth process. As children grow and are preparing to move to school or nursery, the childminder is able to share information about the children's progress with parents and new setting staff. There is scope for the childminder to expand the range of

p.4

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

activities that she shares with the children to help emotionally prepare them for school to make the transition as smooth as possible.

p.4

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

The childminder provides a balanced nutritious diet for the children and encourages the children to make healthy choices. These choices help future long term lifestyle choices. For example, children are encouraged to wash their hands before eating and after toileting and to run and play in fresh air to keep fit. Through play and exploration, the childminder allows children to take developmentally appropriate risk and teaches them how to stay safe. For example, the childminder encourages the children to tell her when and why they think it is safe to cross the road during their walks to nursery, school or the park.

p.4

provision

The childminder is a positive role model who guides the children to promote their awareness of how to stay safe. Children are encouraged to talk about any concerns they have with the childminder and they talk about who else they should tell if they do not feel safe. The childminder has well-thought-out procedures to keep children safe from harm and these are shared with parents too. The childminder is clear who to report concerns to in order to promote safeguarding. The childminder regularly checks that her house and children's resources are safe and clean.

p.5

provision

The childminder has a well-organised system for recording and monitoring children's progress. This helps her shape her daily activities and resources that she provides for children. Consequently, children consistently make good progress. The childminder is aware of outside agencies and support she can access if she identifies a gap in children's development. The childminder seeks information to enhance her already good knowledge of children's learning and development to help her expand the activities she provides and is receptive to new ideas and support.

p.5

provision

The childminder has very strong, positive relationships with parents. This helps maintain an open two-way flow of information regarding children's progress. In addition, parents are able to express their opinions about the care given. Through this, the childminder is able to evaluate her practice and can address any concerns. The childminder has good relationships with practitioners from other settings children attend, and upon gaining parental consent, is able to pass information regarding children's progress between the settings and parents. Consequently, everyone involved with the children's welfare is aware of the children's learning needs so that any gaps can be effectively identified and addressed reducing the possibility of significant delay.

p.5

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.5

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.6

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.6

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.7

Setting details

Unique reference number EY438975 Local authority Central Bedfordshire Inspection number 795787 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 1

p.7

Name of provider

Date of previous inspection not applicable

p.7

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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.8

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.8

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.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9