Childminder in Bedford

Inspection date

Previous inspection date 07/05/2014 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

 Teaching techniques are effective as the childminder has a good understanding of the Statutory framework for the Early Years Foundation Stage. Therefore, she supports children well so that they make good progress in each area of learning.  The childminder's good partnerships with parents mean that she has a thorough understanding of each child. As a result, she offers children appropriate support and play opportunities that interest and motivate them.  Thoughtful planning procedures ensure that children are offered a wide variety of activities. They are, therefore, fully engaged and the childminder builds on their individual interests in order to promote their learning and development.  The childminder conscientiously evaluates her work and makes improvements. Consequently, children play safely and their welfare and well-being are consistently promoted.

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It is not yet outstanding because

 There is further scope to develop the assessment process so that this makes greater use of parents' updates in order to enrich the activity planning.  Full use is not made of all opportunities to share information with all other providers caring for the children in order to promote children's learning to the maximum.

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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 and the children present and observed activities 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, 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, as given in their written feedback to the childminder.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged nine and 17 years in a house in Bedford. The whole of the ground floor and the rear garden are used for childminding. The childminder visits the 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 of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 4.30pm, Monday to Friday, 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 assessment procedures and activity planning by making full use of updates from parents about their child's learning and development at home

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

 extend the arrangements for sharing information with all other providers caring for the children.

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who attend

The childminder's use of practical teaching methods supports children in making good progress. She has a thorough knowledge of the Statutory framework for the Early Years Foundation Stage and plans activities that promote children's development in all areas of learning. The childminder meets with parents and collects a wide range of information about their children. She uses this to assess children's starting points and inform the initial planning. The childminder makes written observations of children, assessing this information and using it to develop their next steps and inform the daily planning. She also ensures that children have balanced opportunities to participate in adult-led activities and to determine their own play. As a result, children are supported in taking an active part in their learning and also understand how to work together. They are, therefore, well prepared for school and their future learning. The childminder communicates well with

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who attend

parents, offering them opportunities to share daily news about their children. They are also well supported in extending their child's learning. For example, the childminder gives them practical information about the activities children have enjoyed with her, thereby enabling parents to share these with their children at home. However, the childminder's assessments do not always make full use of all updates from parents about how their child has been learning and developing at home. This means that she does not include this extended range of information in her planning and so promote children's development to the maximum.

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who attend

The childminder helps children to develop the skills to learn effectively. She carefully notes what each child is doing and then offers activities that sensitively challenge them and encourage them to extend themselves and to learn from their mistakes. For example, after noting that children are competent at completing simple puzzles, the childminder gently introduces more complex ones; she allows the children time to explore the pieces and then offers help to get them started. The childminder demonstrates that it is fine to try the pieces and learn from her mistakes and children mimic this, becoming increasingly confident as they learn to fit the pieces together. They quickly work out how to refer to the picture to identify where each piece fits. The childminder skilfully withdraws but offers the children lots of praise as they complete the puzzle. They are so proud of their achievement that they repeat the activity and complete the puzzle again with minimal

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who attend

help. Children's easy access to resources means that they can make independent choices and their creativity and imagination are extended. For example, children help themselves to paper from the large craft box. They then experiment with different pens and writing implements, choose scissors to cut out shapes and then use glue to stick these down.

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who attend

Children's learning is extended as the childminder makes good use of their interests. For example, after noting young children's enjoyment of painting, the childminder offers further related activities: the children thoroughly enjoy exploring finger paints, cutting up potatoes and printing the shapes and rolling cars through the paint to make patterns. Children participate in a good selection of activities that promote their physical development. For example, they enjoy playing in the garden and at nearby parks, where they run around and use large play equipment, enabling them to develop skills in control and coordination. The thoughtful use of resources means that children have daily opportunities to develop their awareness of diversity. For example, they enjoy completing a large map of the world puzzle, where they identify the different countries and discuss their climates and traditions. The childminder's good ongoing interaction with children

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who attend

promotes the development of their language and communication skills. For example, when children show her the pictures they have drawn, she encourages them to talk about these and the thoughts they had when drawing them.

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

The childminder implements good procedures to gather information from parents so that she is aware of children's needs and interests. She takes careful note of this information, using it to ensure that she consistently offers children appropriate support and play opportunities. The childminder's thoughtful procedures mean that children are happy and feel welcome and valued. For example, they each work with the childminder to decorate a box in which to store their special items or favourite toys at the childminder's house. This thoughtful approach supports them in developing the positive attitudes that enable them to feel confident in themselves and to learn effectively. As a result, they are well prepared for the move to pre-school or school.

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

New children settle well because the childminder ensures that she is aware of their usual routines and preferences, taking these into account as part of her daily planning. For example, children feel comforted and welcome when they come into the childminder's house and see their favourite toys set out ready for them to play with. The childminder's good understanding of each child means that their care is consistent and they develop a secure bond with her. They demonstrate that they enjoy her company as they readily include her in their play and snuggle next to her to read stories. The childminder uses good methods to support children in understanding how to manage their own behaviour. She offers them clear explanations about this and encourages them to share the toys and to consider other people's feelings.

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

Children are supported well in developing their self-care skills. For example, the childminder makes sure that their drinks are always accessible and encourages children to help themselves to these during the day. This helps them to recognise their needs and to learn to meet these independently. Children gain a good awareness of the importance of healthy lifestyles. For example, their understanding of healthy eating is promoted as they discuss healthy options at meal and snack times. They go out each day to parks and walking in the woods. During these sessions, they talk about why it is important to have fresh air and to use their muscles in order to keep healthy. Children are also supported well in developing a thorough awareness of safety issues. They learn to use large play equipment, such as the trampoline, and smaller equipment, such as cutlery and scissors, safely and effectively.

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provision

Children's safety is well considered as the childminder carries out regular risk assessments and safety checks. Their welfare is consistently promoted because the childminder has thorough safeguarding arrangements in place. She has completed relevant training and has a good understanding of the process to follow should she have any concerns about a child in her care. This area is further supported as the childminder has chosen to have written safeguarding procedures and has made sure that supporting information and contact details for external agencies are readily accessible.

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provision

The childminder reviews her policies and procedures and understands her role and responsibilities to meet the requirements of the Early Years Foundation Stage. This means that children's health, welfare and safety are consistently promoted. The childminder has worked hard to build a sound base for her childminding and shows a strong commitment to developing her knowledge and practice further. This has a positive impact on children. For example, after exchanging ideas and information with an experienced childminder, the childminder now offers more opportunities that support children in understanding and appreciating diversity. Practical monitoring procedures support the childminder in assessing children's progress and highlighting any areas where they require additional support. The childminder is conscientious in the ongoing evaluation of her work. She actively seeks feedback from parents, children and other professionals in order to build a

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provision

full picture of her strengths and weaknesses. She then uses this information to help plan relevant improvements. A recent change is the introduction of new assessment and planning procedures. These enable the childminder to more efficiently identify children's next steps and plan appropriate activities that promote their individual development. The childminder has generally good procedures in place that support her in working with other people caring for the children. For example, she shares assessment information with key persons at one of the pre-schools attended by the children, enabling them to work together to adopt a consistent approach to children's care. However, this strong partnership working does not always extend to all other providers involved with the children, meaning that some opportunities to promote children's development to the maximum are missed. The childminder demonstrates a clear understanding of the roles of

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provision

other professionals. Therefore, she is able to seek additional help for children and their families should the need arise. The childminder builds good partnerships with parents, ensuring that they are kept well informed of their child's activities and progress. Parents report that they feel confident in the childminder and appreciate the care and attention she puts into her work to make sure that children feel welcome and are offered a variety of activities.

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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 EY468119 Local authority Bedford Borough Inspection number 943829 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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