Childminder in Central BedfordshireOfsted inspection, 1 Apr 2014

Inspection date

Previous inspection date 01/04/2014 Not Applicable

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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

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This provision is good

 The childminder observes and monitors children's learning and development in effective partnership with parents, to enable them to make consistently good progress.  The childminder teaches children to recognise and name familiar items by using picture cards, which increases their vocabulary and ability to express themselves.  The childminder forms close bonds with children, helping them to feel secure and settled in her care.  The childminder has thorough well-developed policies and procedures for safeguarding and implements them effectively to keep children safe in her care.

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It is not yet outstanding because

 The childminder does not always fully maximise children's learning when playing with sensory media activities.  There is scope to enhance children's awareness of technology further by beginning to teach them about how to operate it and use it safely.

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

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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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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged four and two years in a house in Leighton Buzzard, Bedfordshire. She uses the whole of the ground floor and the rear garden for childminding.

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Information about the setting

She attends a childminders' group and the local children's centre. She visits the local shops and park on a regular basis. She collects and drops off children from the local schools and pre-schools.

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Information about the setting

There are currently seven children on roll, four are in the early years age group who attend for a variety of sessions and three are school-age children who attend before and after school and in school holidays. The childminder provides care all year round from 6.30am to 7pm, Monday to Friday, except for family holidays and Bank holidays.

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

 extend sensory activities further by giving children the opportunity to mix more media, for example, by adding water and toys, such as cars to the mixture to make marks and patterns

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

 enhance children's learning about the world and technology by teaching them how to navigate computer programmes, keep themselves safe when using technology and use it as a tool for learning.

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who attend

The childminder plans a range of activities to support children's learning in the seven areas of the required curriculum. She plans themes, such as 'recycling', to help children to find out more about the world around them and their impact upon the environment. With this in mind, children use fill empty containers and pots with dry pasta and rice to make musical shakers. Children enjoy filling each container and the childminder gives them spoons to further increase the dexterity in their hands as they develop their small muscles. They enjoy the sensation of the rice and pasta between their fingers and hands. However, the childminder does not fully maximise children's learning when playing in this way. For example, the childminder dissuades children from running their fingers through the materials as it falls onto the floor. She does not encourage children to fully explore the properties of materials by adding water or by introducing toys, such as cars to make

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who attend

patterns. The childminder encourages children to count in their everyday activities. She increases their awareness of mathematics as she encourages them to 'add one more to make 10' as they post pasta into the neck of a bottle. This increases children's early awareness of addition in meaningful ways. The childminder helps children to develop the larger muscles in their legs as they climb on rockers and make them move backwards and forwards. This increases their sense of balance and coordination.

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who attend

The childminder encourages children to talk and express themselves. She recognises children's early attempts at speech, such as babbling and making up words as an important part of their beginning to speak. She answers children when they talk in this way, which teaches them that their early attempts at communication are of value. Consequently, children are very vocal and express their feelings and interest in activities through squeals and giggles. The childminder helps children to extend upon their vocabulary by showing them picture cards of familiar objects and naming them. This increases children's understanding, making them more able to express what they want and need. The childminder teaches children that letters carry meaning by labelling their toy boxes and displaying their name on their drawer and in the bathroom to show which hand towel belongs to them. At the library, children choose books, which they read with

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who attend

the childminder, this helps them to develop an interest in reading. The childminder plans in detail for children's learning and ensures that she provides engaging activities, which sustain children's interest and attention. As a result, children develop the positive dispositions and attitudes they need to become successful in their future learning and eventual entry to school. The childminder is aware of the importance of teaching children to feel confident in using technology in their learning and has several toys, which children can programme to help them to understand the world. There is scope to enhance this aspect of children's learning further by teaching them about how to navigate simple computer programmes and understand how to keep themselves safe when using technology to fully maximise their learning.

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who attend

The childminder observes children closely and tracks their progress against expected milestones. This enables her to monitor their progress very closely and plan for their next steps in learning. It is also an effective way for the childminder to identify if children do not make progress as she would expect. The childminder exchanges information with parents about children's learning and development in multiple ways. When they first begin in her care, she finds out about what they can do and things they enjoy, to identify their starting points. She ensures that parents read through children's learning journals frequently and invites them to have consultations with her to discuss their development in more detail. The childminder extends close working with parents to include children's grandparents who are also involved in their care. This enables everyone who cares for children to share information freely, directly benefiting children who have consistency and

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

Children build warm attachments to the childminder and appear happy and content in her care. The childminder works closely with parents to exchange information about children's home routines. She finds about any changes to their sleep patterns and ensures that she follows these. This helps to make sure that children have the right amount of rest and sleep that they need to sleep well at night and feel comfortable and ready to learn. The childminder helps children to make the move from home into her care and back again by making sure they have comfort items. When children lose their item of comfort, the childminder replaces it and encourages them to take it home with them. This helps children to have a connection between home and the childminder, which in turn, provides them with security in their changing environments. The childminder shares information with parents about care practices, such as nappy changes, what children have to eat and

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

sleep times. This helps parents to plan for children's care at home. The childminder takes children to group activities outside of the home where they mix with other children and learn about how to get along sociably, preparing them well for attending pre-school or nurseries when the time arises.

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

The childminder teaches children to become independent, as they take off their outer clothing and put it into their own drawer. Children help the childminder to tidy away toys when they finish playing to create a clear, safe space where they can move around freely. The childminder tells young children before there is a change, such as lunch time or a nappy change, which helps them to prepare and know what to expect. As a result, children begin to recognise their own personal needs. The childminder helps children to maintain their own hygiene and reduce the risk of the spread of infection as they each have their own separate hand towel and wash their hands before eating. Children eat a fruit snack and have some foods as treats after their meal. This helps children to learn about healthy eating. Children have regular fresh air and exercise as part of their normal day, which further promotes their healthy lifestyles.

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

The childminder encourages children to test out what their bodies can do as they engage in climbing, crawling and sliding at local indoor play centres. Children enjoy regular walks in local woodland where they become aware of risks, such as uneven pathways and puddles. They learn to adjust their behaviour and speed of walking as the childminder helps them to understand what action they must take. Children respond well to the childminder who gives them firm boundaries and expectations for behaviour. She insists that they must sit down to eat their food and explains why this is necessary for their own safety. The childminder talks to children about any behaviour that does not meet her expectations and the impact it has upon others. This helps children to learn about how to get along with others socially. The childminder ensures that children wear high visibility vests when walking outside of the home. She explains to them that this helps drivers to

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

see them more easily and she teaches them how to cross roads safely, giving them important life skills.

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provision

The childminder has thorough, well-informed policies and procedures in place, which underpin her work with children. She is fully aware of her responsibility to keep children safe and uses extensive risk assessments to review the areas where children play and learn. The childminder has a good understanding of her role and responsibilities to identify and report any concerns about children's well-being. She can recognise the signs, which may concern her about children's welfare and has information about the Local Safeguarding Children's Board readily available to pass on any such concerns. The childminder confirms the identity of any visitors to her home and ensures that they sign in and out. She practises regular fire evacuation drills with children and considers ways to improve the effectiveness, such as by using a wrist strap system to keep all children together.

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provision

The childminder works closely with the local authority development workers to review the quality of care she provides. She asks parents to share their views via questionnaires and takes into account their opinion when evaluating the care she provides. The childminder monitors children's engagement in activities to assess their enjoyment and evaluates her planning. She has targets in place for ongoing improvement, for example, the intention to complete a formal childcare qualification. The childminder uses self-evaluation effectively and has a strong desire to continue to raise the quality of care for children. The childminder has plans in place for further training to enhance her knowledge and skills.

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provision

The childminder monitors the quality of the activities she plans and how they help children to progress in their learning. The thorough assessments she makes and her productive information sharing with parents provides an accurate reflection of children's abilities. This enables the childminder to successfully plan to complete the progress check for children at age two years. The childminder is aware of how to work with other professionals to support children's learning and development should the need arise. She has plans in place for sharing information with the new settings where children attend once they settle. The childminder attends the local children's centre where she shares good practice with others. She utilises the information available online to find new and interesting ways to engage children in learning. Parents have high involvement in children's care because the childminder has found multiple, successful ways to share and gather information with

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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 EY458401 Local authority Central Bedfordshire Inspection number 930368 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 7

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Name of provider

Date of previous inspection not applicable

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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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