Cywko, Monika

Inspection date

Previous inspection date 16/04/2014 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

 Teaching methods are strong and are informed by the childminder's thorough knowledge of the Statutory framework for the Early Years Foundation Stage. She has a good understanding of how children learn and makes effective use of opportunities to promote their development through their play and activities.  The childminder communicates well with parents and through this, gains a thorough understanding of each child. This enables her to offer children appropriate support and activities that motivate and interest them.  The childminder's continuous evaluation of her work enables her to make relevant improvements. As a result of this, children play in a stimulating, well-organised environment, thus, supporting them in building a positive approach to learning.  Children who use English as an additional language are supported well in developing their language and communication skills. The childminder respects their home

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This provision is good

languages, offering them daily opportunities to use these and to develop their English vocabulary.

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It is not yet outstanding because

 The support offered to parents is not fully developed, in order to give them extended guidance about extending their child's learning at home.  Opportunities for children to increase their greater awareness of the wider diversities of society are not always fully explored.

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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 garden.

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Inspection activities

 The inspector talked with the childminder, her co-childminder, assistant and the children present and observed activities with the childminder. The co-childminder's inspection was also carried out at the same time.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, the childminder's self-evaluation information 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 spoken to on the day and as given in their written feedback to the childminder.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works at the home of her co- childminder in Luton, Bedfordshire. Also living at this premises, is the childminder's assistant. The whole of the ground floor, one first floor bedroom and the rear garden are used for childminding. The childminder works in partnership with another childminder and takes the major responsibility for the development of the childminding practice. Both childminders work with an assistant. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. The childminder supports a number of children who speak English as an additional language. There are currently 16 children on roll, 13 of whom are in the early years age group and attend for a variety of

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Information about the setting

sessions. The childminder operates all year round from 6am to 6pm, Monday to Saturday, except bank holidays and family holidays.

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

 enhance the support offered to parents, so that they can further extend their children's learning at home

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

 build on the opportunities for children to gain a greater understanding of the world with regard to the similarities and differences between families, cultures and traditions.

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who attend

Teaching methods are effective and support children in making good progress in their learning. The childminder has a thorough understanding of the Statutory framework for the Early Years Foundation Stage and this supports her in planning activities that promote children's development in all areas. She collects a range of information from parents and uses this to gauge children's starting points and to monitor their progress. The childminder observes children as they play, assessing this information to develop their next steps and inform the ongoing planning. She works with her assistant and co-childminder to review each day's provision and ensure that children have balanced opportunities to play independently and to participate in adult-led activities. As a result of this, children are supported in playing an active part in their learning and develop the skills they need, in order to work in partnership with others. This prepares them well for school and future

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who attend

learning. The childminder's good communication with parents enables them to share daily news and updates about their children. They are also offered some information about extending their child's learning. For example, the childminder talks with them about some activities. However, this support is not maximised, in order to aid parents in fully developing their child's learning and development.

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who attend

The childminder helps children to develop the skills to learn effectively. Her well-planned activities means that children have opportunities to explore and develop their creativity. For example, children enjoy an activity where they paint eggs, carefully selecting and mixing their own paints and designing patterns. The childminder has prepared further resources, so that this activity can be extended and the children become engrossed as they paint eggs on cards, going onto choose further craft materials to decorate their designs. The childminder's good support and role modelling to the assistant means that the assistant is competent in extending children's play. For example, after noticing that children are singing nursery rhymes, the assistant leads a singing session. Children thoroughly enjoy joining in with the action rhymes and are encouraged to dance in time to the music. The childminder's good role modelling to children also encourages them to be

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who attend

inquisitive and they are keen to solve problems. For example, the childminder wonders why a torch is not working and the children help her investigate. They look at other torches and decide it may be the battery. When they successfully change this, they talk about the fact that the torch is powered by the battery. The childminder successfully adapts activities, so that they meet the developmental needs of the different children. For example, when playing with wooden bricks, older children are encouraged to work out which ones to use to make the most sturdy structure. The childminder then helps them to review their work as they take the structure apart and examine the shapes they have used. Younger children participating in this activity, are encouraged to name the colours of the bricks and then sort these into groups according to colour.

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who attend

Children participate in a wide variety of activities that promote their physical development. For example, they enjoy action rhymes, participate in 'music and movement' sessions and learn to use the large play equipment at the park, thus, helping them to develop their skills in balance and coordination. Children are offered appropriate opportunities to develop their awareness of diversity. For example, they enjoy sharing books and talking about posters that give positive images and information about other cultures and beliefs. However, resources and activities are not always used to the full to promote children's greater awareness of the wider diversities of society. The childminder's good interaction with children promotes the development of their language and communication skills. For example, she encourages them to talk about what they are doing and explain their ideas. Children who use English as an additional language are supported well, so that they make

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who attend

good progress in their learning. The childminder offers them balanced opportunities to use their own language and to speak in English, offering them sensitive support, so that they understand and use any new vocabulary that they learn.

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

The childminder demonstrates a sensitivity to parents' needs and feelings, working well with them, so that she understands their child's needs and abilities. This information is used on a practical level to inform the planning of relevant activities and to ensure that children are consistently offered appropriate support. The childminder works in partnership with her co-childminder and their assistant and they each take the role of key person to designated children. They make sure that they share information about their key children, for example, at weekly team meetings, to ensure that all are aware of each child's needs. Children feel welcome as the childminder ensures that toys reflect their interests and are easily accessible, so that they can make choices about what to play with. Consequently, children's self-esteem and independence are promoted and they develop a positive approach to play and learning. Therefore, they are well prepared for the move to

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

The childminder's good understanding of each child is a key strength in helping new children to settle. For example, she makes sure that she understands their normal routines and adheres to these as much as possible. Her good understanding of each child, also, supports them in developing secure relationships with the childminder. Children show that they enjoy being with her as they readily include her in their play and call to her to share new discoveries and ideas. Children are supported well in understanding how to manage their behaviour. The childminder offers them practical explanations and encourages them to share and to be considerate towards others.

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

Thoughtful daily practice supports children in developing their self-care skills. For example, the childminder makes sure that children's drinks are accessible and encourages them to help themselves to these throughout the day. Children develop a good awareness of the importance of healthy lifestyles. For example, at snack and mealtimes, they talk about the different foods and how these help their bodies, referring to child-friendly posters and displays to support this. Children's understanding of good hygiene is promoted as they wash their hands before eating, talking about why it is important to wash the germs away, so they do not put them in their mouths. Ongoing discussions support children in gaining a good understanding of safety. For example, when they spill sand on the wooden floor that talk about how this has made the floor slippery and fetch dustpans and brushes to sweep it up.

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provision

Children's welfare is consistently promoted as arrangements for safeguarding are thorough. The childminder has completed relevant training and demonstrates a good understanding of the procedures to follow should she have any concerns about a child. She has ensured that her assistant has completed all relevant suitability checks. Thorough risk assessments cover all areas of the home and include outings. These are regularly reviewed by the childminder. As a result, children play safely and have a positive childcare experience that forms a sound base for their future learning.

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provision

The childminder has a good understanding of the Statutory framework for the Early Years Foundation Stage. She monitors her assistant and ensures that she understands all policies and procedures. This supports them in promoting children's health, welfare and safety. The childminder is a good role model to her assistant and demonstrates how to interact appropriately with children, in order to extend their play and learning. She also offers weekly meetings and supervision to the assistant, so that they can discuss any concerns and confirm good practice. The childminder maintains a positive attitude to her work, carrying out her own reading and attending further training. This has a positive impact on children. For example, the childminder now makes more effective use of assessments of children, in order to plan relevant activities and play opportunities that promote their individual development. The childminder works with her co-childminder and

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provision

the assistant, in order to monitor each child's progress and to highlight any areas where children may require additional support. The childminder is conscientious in the ongoing evaluation of her work. She seeks the views of children, parents and her assistant. This gives her a comprehensive picture of the strengths and weaknesses of their practice and she plans relevant improvements. A recent improvement is the reorganisation of the play areas, so that there are defined areas of play. These help to ensure that children are offered play opportunities that support each of the seven areas of learning.

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provision

The childminder has good procedures to support her in working in partnership with other people caring for the children. For example, she meets regularly with other childminders involved with the children. They exchange assessment and planning information, enabling them to work together to promote children's learning. The childminder's attendance at her local children's centre has given her a good understanding of the role of other professionals. Consequently, she could seek further help for children and their families should the need arise. The childminder maintains good relationships with parents, ensuring that children's care is consistent. Also, parents are well informed of their child's activities and progress. Parents' report that they appreciate the time that the childminder takes to communicate with them daily.

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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 EY433899 Local authority Luton Inspection number 892735 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 10 Number of children on roll 16

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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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