Childminder in Central Bedfordshire

Inspection date

Previous inspection date 06/05/2014 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 teaches children to understand the rules of conversation by talking with them, listening and valuing their early attempts at speech.  The childminder can confidently discuss children's development. She explains how she plans for their next steps in learning using the feedback parents share and information from other settings where children attend.  Children are confident and secure in the childminder's care because she builds strong relationships with them and their families which helps the children to settle.  The childminder has a good awareness of how to keep children safe in her care and is able to implement her procedures well.

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It is not yet outstanding because

 Sometimes, children are not always able to make choices for themselves, such as, what media to use in creative activities, to support their problem solving skills.  The childminder does not currently have a plan in place to further enhance her good knowledge and skills by undertaking further professional development through training.

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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, dining area and garden.  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-year-old child in a house in Leighton Buzzard, Bedfordshire. She uses the whole of the ground floor and the rear garden for childminding. She attends a childminder group and the local children's centre on occasion. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, three are in the early years age group who attend for a variety of sessions and one is a school-age child who attends after school. The childminder is open all year round from 8am to 6pm, 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:

 encourage children's problem solving skills further by giving them more choices in the activities they engage in by selecting resources and deciding how they will complete simple tasks

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

 extend upon already good knowledge and skills by devising a plan to undertake ongoing professional development.

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who attend

The childminder plans activities for children which link into a familiar theme, such as the changing seasons. She then provides activities which build upon this and follow children's interests. The childminder notices that young children enjoy singing 'baa baa black sheep' when they explore the theme of 'Spring' and so provides craft activities where children decorate sheep. This helps children to develop the small muscles in their hands as they use glue sticks and crayons. The children enjoy the activity and observe the effects of the glue on their fingers and the cotton wool. There is scope to enhance children's learning about problem solving in activities by giving them more opportunity to choose resources and discover things for themselves. For example, the crayons the children use do not work well on the shiny cardboard, but there are no further drawing materials for them to use. As the children only have cotton wool to stick, they do not learn about the properties of

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who attend

other materials when adding glue to them to extend their learning. Children develop their larger muscles in meaningful ways. In the local park the childminder encourages them to climb, stretch and balance on the equipment. She teaches children to learn how to descend the stairs safely and increases their confidence in what they can do with their bodies. Children develop good awareness of how to mix within a group as the childminder takes them to toddler groups out of the home. Here, children learn to be sociable and feel confident as they return to the childminder at regular periods for reassurance. As a result of this, children increase their resilience and are happy to try new things and play in different ways. This helps children to prepare well for their future learning and equips them with important skills to support their eventual entry into school. The childminder encourages children to express themselves and share their ideas. Together, the

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who attend

childminder talks with children and asks them open ended questions. Children think about their responses and make choices which increases their desire to talk. The childminder listens to children's emerging language. They use a stream of words, some of which are not yet real words, to articulate their ideas. The childminder understands the value of these early attempts at talking and responds to them. This demonstrates to children that what they say is of value and helps them to understand the rules of conversation. Children make consistent progress in their communication and language because of the childminder's good teaching.

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who attend

The childminder observes children's learning and recognises their achievements. She is able to discuss their learning and development with confidence, using guidance, such as Early Years Outcomes. She is able to determine children's stage of learning, recognising when they exceed expectations for their age. Therefore, she is equally able to identify if their learning does not meet expectations and understands the action she would need to take to gain further support for them. The childminder plans for children's next steps in learning to challenge them and ensure their good progress. Close working with parents and the other settings children attend, means that the childminder can build upon what children already know, and complement their learning. The childminder encourages older children to look at nursery websites and talk about the activities they engage in and enjoy to give them involvement in the planning of their own learning with her. The childminder

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who attend

shares regular conversations with parents about what children are learning, which enables them to continue children's learning at home.

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

The childminder finds out about children's home routines. She talks to parents about children's likes and dislikes and encourages a well-planned settling in period. The childminder discusses how she will help children to adapt to their parents leaving them in her care. Along with parents, she agrees ways for children to say goodbye which minimises the anxiety to parents and children. Children are settled and secure in the childminder's care and form close relationships with her and her child. The childminder ensures that she spends time talking with children's key people when they attend other settings. This means that she is able to engage in discussion not only about children's learning, but also their well-being. This means that the childminder is able to meet children's needs well as they move between their differing care environments throughout the day. In turn, children are emotionally ready for learning. Children are well prepared for

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

starting school as the childminder teaches them independent skills, such as dressing themselves and recognising their own belongings. The childminder values parent's views and ideas and finds out about children's families and home lives.

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

The childminder tells children about the daily routine and what will happen next so that they know what to expect. Children engage in free-play where they make choices about what they play with and express their ideas through role play. The childminder ensures that young children understand about their actions and behaviour by explaining to them the impact it has upon others. She is patient and calm with children and distracts them when they become fractious. Children enjoy reading stories with the childminder and snuggle close to her as they calm down and have quite time. The childminder encourages the children to tell her when they want to eat snack and have a drink, which increases their independence as they learn about their own needs. The childminder teaches children about healthy eating and positive attitudes towards food as they grow food in the garden which eventually, they will eat. Children enjoy caring for the plants and sampling the

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

produce, which increases their desires to try new foods. Regular trips to the local park and walking to and from school during the day, help children to learn about exercise as part of a healthy routine.

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

On their walks around the local community, children learn about safety. The childminder encourages children to use reins and wrist straps so they have some freedom, while being safely under the childminder's control by roads. In the home, children understand that there are sections of the garden which have been cornered off meaning they cannot play there. When sitting at the table, children raise their arms to be strapped in because the childminder explains to them that this helps to prevent them from falling. The childminder encourages older children to start to understand and manage risks for themselves. She is aware that the language she uses could increase anxiety in children as they climb and test out their abilities. Therefore, she encourages them to think about their own actions. For example, she asks them to think about why they need to hold on tightly when using climbing apparatus, rather than telling them they might fall. This empowers children to be

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

able to take measures to keep themselves safe as they enjoy pushing themselves and enjoying their increasing abilities.

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provision

The childminder has clear and concise policies and procedures which underpin her work with children. These outline her ways of working to help keep children safe in her care. She is able to recognise the signs and symptoms which might cause her concern about children's welfare and knows what action she must take to report these. She keeps a list of contact numbers readily at hand and promotes open and frank discussions with parents. The childminder conducts regular risk assessments of the areas where children play. She takes action to address any issues, such as, sectioning off parts of the garden when there are repairs needed to the shed. This helps to ensure that children play and learn in an environment which is safe for them.

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provision

The childminder has a level 3 qualification in childcare which gives her a good understanding about how children learn and develop. She is aware of the opportunities available for further training but has no current plans in place to extend her professional development to enhance her understanding even further. The childminder has started to use self-evaluation as a means to review and monitor the quality of care and learning she provides. She reflects upon the activities she plans and considers ways she can enhance these for children's enjoyment. The childminder encourages parents to share their views through completing questionnaires and asks children to talk about what they enjoy. This means that the childminder has a good capacity to continually improve upon the quality of care she provides for children. The childminder works with her local authority development worker to find further ways to enhance children's learning and discuss good practice. She

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provision

knows her requirement to complete the progress check for children at age two and has sought advice about ways of doing this when the time arrives.

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provision

The childminder understands the importance of working with other professionals to support the needs of children should this be necessary. She attends local childminding groups and on occasion, children's centres. This gives her opportunities to discuss good practice and develop her understanding further. The childminder builds close relationships with the staff at other settings where children attend which means that she can comfortably engage in a two-way exchange of information to support children's good progress in their learning and development. Through questionnaires, parents share their appreciation of the childminder and the care she offers children. Parents say that they find the childminder to be friendly and approachable which enables them to share their views with confidence.

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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 EY471018 Local authority Central Bedfordshire Inspection number 943688 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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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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