Childminder in Central Bedfordshire

Inspection date

Previous inspection date 15/05/2014 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 is good because the childminder understands how to promote children's learning during play and uses robust observation and assessment to plan children's next steps. As a result, their progress is good.  Children are imaginative and interested in new learning because the childminder provides stimulating materials which invite their curiosity.  Children benefit from the close bonds and caring relationships that clearly exist between them and the childminder. This helps them to feel settled and secure.  The childminder understands her role and responsibility in regard to safeguarding children, which means that they are protected. Policies and procedures, and daily record books, underpin the relationship with parents and support children's health and well-being.

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It is not yet outstanding because

 The childminder does not always recognise ways in which children's spontaneous play may be extended. This means that, occasionally, their self-led learning is not fully developed.  Opportunities for children to gain a greater awareness of their local community, and the wider society and world around them, are not fully explored to maximise children's understanding and interest.

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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 viewed the areas of the premises used for childminding, observed activities, and talked with the childminder and children present.

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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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Inspection activities

 The inspector took account of the views of parents as recorded in reference letters and through discussion with some parents.  The inspector reviewed the providers hardcopy self-evaluation form.  The inspector discussed and reviewed a planned activity with 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 partner in a house in Flitwick, Bedfordshire. The family has two cats. The whole of the ground floor and an upstairs bedroom of the childminder's home are used for childminding. There is an enclosed garden available for outside play. The childminder attends social groups and outdoor activity areas on a regular basis. She collects children from the local pre-schools. There are currently four children on roll, all children are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 find more opportunities to help children to explore their own ideas and make links between their thoughts and actions, by talking with them about what they are doing and extending their own chosen play

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

 enhance the educational opportunities for children to understand the world and society around them by encouraging them to investigate families, communities and traditions.

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who attend

Children are happy and engaged in their learning because the childminder uses the information gained through observation to plan and provide activities which are matched to each child's interest and challenge them further. For example, she reinforces learning by offering new information in several different ways. A current exploration of growing foods for good health builds from craft activities where children make 'tomatoes' from different types of paper and tissue, and discuss the pips from which tomatoes grow. Children then help to plant small tomato plants into larger pots; they initially dig with spades in the compost before deciding to use their hands and feet, exploring as they do so, the texture of the cold, damp compost. The childminder explains to children the cycle of growth and fosters their interest by providing 'life-cycle' illustrations. She uses good teaching during such activities by enhancing learning with new vocabulary and offering

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who attend

general support for children's independent exploration. Later, the children enjoy different types of tomatoes with their snack before they freely explore tomatoes of different sizes in a shallow tray. Children squeeze and press the tomatoes; they are thrilled as they split and squirt the juice and pips out. The childminder supports children's exploration by offering frequent praise, describing what is happening and offering help where needed. This extends children's interest and they become motivated learners.

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who attend

The childminder introduces children to their local community because they make excursions to local groups and venues. Some resources are held to promote children's interest in other cultures. The childminder encourages children to have some awareness of the wider world because they complete simple activities to acknowledge some cultural festivals such as Divali and Chinese New Year. However, activities, resources and the wider community resources are not used regularly and to the full, to promote children's greater awareness of the wider diversities of society or each other's culture and family. Stories and books feature highly in the daily routine. Children choose their favourite books and settle comfortably with the childminder to share them. They help themselves to pens and love to make marks on the wipe-clean white mat; this enhances free movement as they practise swirls, lines and circles. The childminder provides materials such as wood

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who attend

pellets in shallow trays, with model wild animals, to nurture children's free play. They sit for extended periods of time delicately placing pellets into the mouths of the animals or transferring them from place to place. This enhances their physical skills and imagination. The childminder watches their play closely and as with other activities, introduces simple mathematics and talks about what they are doing. However, on occasion she does not take sufficient time to identify and follow the children's lead in their play before introducing her own ideas. As a result, children's self-led learning is sometimes not fully developed.

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who attend

The childminder demonstrates a good understanding of the Statutory framework for the Early Years Foundation Stage and has established clear methods of observation and assessment. She monitors children's progress carefully and checks their development against expected milestones. This helps her to continue planning activities which will promote the next steps in development for each child. Parents are involved within children's learning and information is shared that allows each party to build on achievements made. For example, the daily diary is used to record new vocabulary or physical milestones to help parents continue to build on learning in the home. Face to face contact plays an important role in the relationship, with all achievements and activities discussed between the childminder and parents each day. As a result, care in the home and when with the childminder is consistent. As a result of the observation and

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who attend

assessment, and the effective planning, children make good progress. The childminder is aware of the progress check at age two and completes this as required. She provides a teaching environment within which children have opportunities to explore, learn actively and think critically. This lays the foundations for children's future learning and move to school.

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

The childminder takes account of each child's individual need to provide settling-in procedures and works closely with parents to establish a positive relationship. For example, she offers several sessions, of increasing length, to introduce children to the new surroundings. The childminder ensures that she works closely with parents in order to meet children's care needs. A parent comments on the close bonds and attachment that the childminder has built with their child and the sense of ease which they, as a parent, have in leaving their child with her. The childminder uses a diary to keep parents informed about their children's day, which supplements the contact at the beginning and end of the day. She also sends photographs to them throughout the day. This helps her to work closely with parents to support well-being. Children demonstrate good attachment with the childminder and involve her in their play. She is attentive and offers children

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

appropriate support and independence. As a result of these steps, children, from an early age, are beginning to be emotionally prepared for school or a move to another setting.

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

Very young children behave well and receive consistent and positive behaviour management that helps them to develop self-confidence. Children are beginning to take turns and comfort each other when they are tired or sad; this is reinforced when the childminder praises their actions. Frequent praise shows children that they are valued and fosters good self-esteem. Children are well-nourished because the childminder provides healthy meals and snacks. Very young children are learning to meet their own care needs. For example, they wash their hands and faces, before and after eating, with their flannels and they clean their teeth after meals. This prepares children for independent care when they transfer to a new setting. Children enjoy physical play each day in local outdoor areas, parks and at social groups. These activities help to support physical health and foster their confidence in larger groups helping children to meet and become familiar with

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

other adults in a controlled environment. This assists their independence and preparation for their next group or school.

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

Children are kept safe on the premises because the childminder completes regular assessments of risk. They practise road safety each day and take part in emergency evacuation every month. Children access a broad selection of resources freely and the childminder provides materials, in line with planned activities, from a good range which is suitable to promote all areas of learning. The environment is supportive and young children are able to freely access resources and make independent choices. This means that opportunities to lead their own learning are maximised.

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provision

The childminder has a firm understanding of safeguarding and she ensures that children's welfare is assured. A clearly written procedure for safeguarding is shared and discussed with parents. This identifies the importance that the childminder places on her role. The appropriate checks for all household members are in place. The childminder implements thorough procedures that protect children when they are away from the home and she supervises children vigilantly at all times, both inside the home and during outings. The use of mobile telephones and cameras by visitors is not permitted in the setting. The childminder implements thorough procedures that protect children during excursions and uses detailed risk assessments. As a result, children are safe both in and outside of the home.

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provision

The childminder shares a vast range of policies with parents to underpin the professional relationship and support children's well-being. Parents are involved in the day-to-day care of their children and value the daily diary used to share information. A parent comments that they are 'delighted with the care and have no concerns at all', while another comments that 'my child's speech has really improved from single words to sentences in just three months'. Whilst only recently registered, the childminder has informed all parents that she will be inviting them to review their children's learning files every six months and also asking them to complete a feedback questionnaire. Learning files are always accessible for them to view. The childminder completes effective reflective practice to continue to develop the care provided and makes a basic record of self-evaluation. She updates her knowledge when attending the childminder group meetings and through

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provision

independent research. Parents contribute to her reflection by providing written feedback in the form of references to provide their views. The childminder updates her procedures regularly to ensure they are efficient. This means that her focus remains on the care and learning of the children throughout the day rather than on the completion of documentation. The childminder has a programme of continuous professional development to enhance her knowledge. Consequently, she is able to demonstrate a drive for improvement and continued good provision.

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provision

The childminder is not currently caring for any children with special educational needs and/or disabilities. However, she is fully aware of the importance of working with parents and other professionals when necessary. Children attending other settings have only recently begun care with the childminder. Her proactive approach in obtaining children's learning files from previous placements and establishing a 'sharing book' with key persons in other settings means that continuity of care is assured. The childminder demonstrates a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She uses clear observation and assessment, and demonstrates a good knowledge of the characteristics of learning. As a result, children make good progress.

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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 EY471634 Local authority Central Bedfordshire Inspection number 946345 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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