Childminder in Luton

Inspection date

Previous inspection date 12/05/2014 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 has a good understanding of the learning and development requirements. She effectively identifies children's starting points using partnership with parents and uses the information to plan for children's initial experiences at her provision.  The childminder effectively engages parents and other settings children attend in the assessment and planning for individual children at her provision. Children benefit from the continuous support to progress in their learning and development at home and at the childminder's provision.  The childminder and children have formed very strong bonds and attachments. Children are confident and settled with the childminder, who effectively supports their emotional development.  Children's well-being is paramount to the childminder's practice. She has a good understanding of safeguarding requirements and effectively promotes them in her practice to ensure children are safe and secure in her care.

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It is not yet outstanding because

 There is capacity to enhance strategies in place to further encourage children's independence, such as putting on their shoes and washing and drying their hands.

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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 interacted with children and talked to the childminder throughout the inspection.  The inspector observed children during play, planned activities and meal times.

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Inspection activities

 The inspector looked at the planning, assessments and records of children's progress.  The inspector had a tour of the indoor and outdoor areas used for childminding.

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Inspection activities

 The inspector looked at a selection of documents, including the safeguarding procedures.

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Inspection activities

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

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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 in a house in Luton, Bedfordshire. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The childminder attends activities at the local children's centre and visits local shops and parks with children on a regular basis. The childminder collects children from local nurseries and schools. There is currently one child on roll in the early years age group who attends part-time sessions. The childminder operates all year round from 6.30am to 7pm, Monday to Friday, except family holidays. She makes provision for weekend and evening care. The childminder has two dogs as pets.

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

 enhance the procedures in place to ensure children are more effectively supported to be independent, for example, by encouraging children to put on their shoes and to be more independent during hand washing routines.

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who attend

The childminder has a good understanding of how to promote the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. Children's starting points are effectively identified by the childminder in partnership with parents during children's settling-in sessions. The childminder tailors her teaching to meet the individual needs and interests of children, in order to support their learning and development during play. For example, children are interested in playing with dolls and the childminder's teaching focus is on colours. She sets up an activity for children to dress and undress dolls using different colours of dolls clothes and accessories and children are encouraged to describe the colours of the clothes they choose for their dolls. Children learn through play because the childminder provides them with interesting and challenging opportunities to further develop their skills. The childminder effectively communicates with

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who attend

children using open-ended questions. She skilfully engages them in their learning, challenging them to think and problem solve during activities. The childminder often reads with children and makes good use of books to teach children early literacy and mathematical skills. For example, children choose a book for the childminder to read to them. The childminder challenges children to identify the name of the story by looking at pictures and words on the front page of the book. Children count how many cats there are in the story and how many mittens they are wearing. When one of the kittens loses a mitten the childminder encourages children to count the mittens again. Children notice that one of the kittens lost a mitten and there are only five mittens left. The childminder discusses with children the pictures in the book and encourages them to guess what will happen next. Children tell the childminder that mummy cat needs to knit a new mitten for

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who attend

her kitten that must be careful not to lose it again. Children progress well in their learning and development. The childminder maintains effective assessment and planning routines to identify children's next steps.

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who attend

Teaching is good because the childminder engages children in their learning by implementing their individual interests in the activities available to them. The childminder provides children with a variety of interesting activities with depth and breadth across the seven areas of learning. She effectively monitors and evaluates activities to ensure they positively support children's progress. The childminder provides children with a good balance of child-initiated and adult-led opportunities. They independently explore the learning environment to extend their play. Children access and bring different toys and resources to enhance their imaginative play. For example, children play with the dolls house. They bring a tea set from the home corner to make a tea party with the dolls. Children benefit from the freely chosen opportunities to access the well-resourced enclosed outdoor area. The childminder provides children with good opportunities to

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who attend

develop skills outdoors and regularly takes them to play in the playing fields near the provision. She ensures teaching and learning continue outdoors and provides children with different activities while they are out with her. For example, children play on the playground equipment, go on nature hunts, play ball games and enjoy drawing while exploring the playing fields with the childminder.

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who attend

The childminder effectively works in partnership with parents to support children's learning and development. She often shares with parents their children's individual planning folders and parents share with the childminder their child's skills and interests from home. The childminder uses the information from parents to maximise the learning of children at her provision. For example, parents tell the childminder about their children's interest in playing with dolls. She effectively shares ideas for activities with parents, such as the lyrics of nursery rhymes so parents can enjoy singing with their children at home. The childminder is especially good at working in partnership with other settings attended by children in her care. She implements the information gathered from children's key staff in their planning at her provision to ensure they are continuously supported to progress in their development. For example, children are currently learning colours at the nursery, so

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who attend

the childminder incorporates teaching colours in her educational programmes to ensure she can further support children in embedding their learning. Children learn important skills to ensure their readiness for school. The childminder effectively teaches them to listen and to follow instructions. For example, during an activity about colours, the childminder requests that children find objects in the water tray according to the descriptions she gives them. They effectively engage in the activity and listen to the instructions with attention. Every time children find the right object they are praised by the childminder. The childminder has created links with the local children's centres where she participates with the children in activity groups. She has a secure understanding of the services available locally to support children's individual needs.

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

The childminder's provision is welcoming and children in her care are very settled. She provides flexible settling-in sessions to ensure children's emotional well-being is supported from their early experiences at her provision. The childminder has created very strong bonds with the children; they enjoy spending time and playing together. The childminder has a good understanding of the individual needs of children in her care and takes them into account in her routine practice. She is a good role model for children and is very caring and attentive towards them. The childminder shares all aspects of children's daily experiences with parents through the diary on a daily basis. She maintains regular discussions with parents to ensure the individual care needs of children are effectively met.

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

Children behave well and the childminder often praises their achievements and good behaviour. For example, children play on the slide and the childminder encourages them to independently go up the steps and slide down the slide. She explains to children how to play on the slide safely and they carefully listen to her and follow her instructions. The childminder effectively teaches children about personal safety during their time at her provision. For example, children learn how to keep safe when they visit the local playing field with the childminder and to hold onto the rail while going up and down the stairs at the childminder's provision. The childminder promotes healthy living. She provides children with balanced meals and a choice of snacks. She effectively shares ideas for the children's menu and suggestions for home packed lunch with parents. Children have great opportunities to play outside, exercise and to enjoy fresh air. They benefit from the access

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

to the garden throughout their time at the childminder's provision.

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

The childminder encourages children to be independent during most personal care routines. For example, children choose their favourite fruit for snack, they pour their own drinks and eat independently during meal times. However, there is capacity to further develop the strategies in place, to ensure children are even better supported in being independent with putting on their shoes and when washing and drying their hands. Children understand well the boundaries set for them at the childminder's provision. The childminder works with the children to create the house rules. Children confidently explore the provision. The childminder provides children with a very well-resourced learning environment, both indoors and outdoors. Children are able to freely access resources, toys and equipment of their preference. The childminder teaches children to be mindful, to listen to instructions, to respect others and the environment during their time with her.

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

She teaches children important skills to ensure their smooth transition to school.

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provision

The childminder has good procedures in place to ensure the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage are met. She has a good understanding of how to provide children with a safe and secure environment. The childminder maintains a well-documented practice and has a clear understanding of the procedures to follow should she have any concerns about a child in her care. The childminder has detailed policies and procedures in place, including the safeguarding policy. She effectively shares them with parents. The childminder has robust arrangements in place to risk assess her provision and regular outings with children. All adults related to the provision are suitable to be in contact with children and the childminder understands her responsibility to inform Ofsted of significant events. Children's welfare is effectively promoted at the provision.

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provision

The childminder has a good knowledge of how children learn and develop. She understands the importance of working in partnership with parents and has formed bonds with them. The childminder has good procedures in place to ensure parents ongoing participation in their children's learning and development at her provision. Parents effectively participate in their children's care and education. For example, parents share with the childminder children's home 'Wow' moments and she celebrates those in children's individual planning. The childminder understands the importance of liaising with other settings that children in her care attend to ensure they benefit from continuity of care and learning.

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provision

The childminder completes the Ofsted self-evaluation form to celebrate the strengths of her practice and to highlight improvement priorities. For example, the childminder is currently organising coffee mornings for parents to ensure they have further opportunities to look at their children's work and planning folders. She routinely consults parents and children through questionnaires to ensure her provision meets the needs and expectations of all the parents and children at her provision. The childminder participates in training to enhance her practice and often reflects on children's experiences with her to ensure they have a positive impact on children's learning and individual needs. She provides children with a home-from-home environment where they benefit from care and education of good standards.

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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 EY470498 Local authority Luton Inspection number 943195 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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