Childminder in Central Bedfordshire

Inspection date

Previous inspection date 30/06/2014 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. This is because the childminder uses observation and assessment to effectively identify where children are in their learning. She uses this information to plan successfully for the next steps in children's learning, helping them to make good all-round progress.  The childminder effectively supports children's growing communication and language skills, especially those learning English as an additional language. This helps them communicate and enjoy listening to, and using, spoken language in their play and learning.  The childminder establishes effective partnerships with parents and other providers so that they are well-informed about the setting, and involved in their children's learning.  The childminder promotes safeguarding well. Children have good emotional attachments to her and are happy and settled in this welcoming environment.

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It is not yet outstanding because

 The childminder does not always encourage children's creativity during adult-directed art and craft activities in order for them to extend their ideas and experiment with different materials.  There are small gaps in the role-play equipment, writing materials and examples of print in the garden, to fully support children's storytelling skills and imaginative play outdoors.

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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 on the ground floor of the premises and talked with the childminder and the children.

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Inspection activities

 The inspector looked at a sample of the children's records and a range of other documentation, and checked evidence of the suitability and qualifications of the childminder.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day of the inspection and from the references supplied by them.  The inspector undertook a joint observation 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 husband and two teenage children in a house in Houghton Regis and uses the whole of the ground floor and the rear garden for childminding. The family has some tropical fish, a parrot, a cockatiel and six guinea pigs as pets. The childminder attends a childminder group and the local children's centre. She visits the local 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 five children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder cares for children from 6am to 7pm, Monday to Friday, all year round, except for family holidays.

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

 enhance the educational programme for expressive arts and design further by: providing opportunities for children to explore a wider range of media and materials which are accessible and open-ended so they can be used, moved and combined in a variety of ways

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

 enhance the opportunities for children to develop their imagination and storytelling skills outdoors, for example, by providing additional role-play materials, writing materials and examples of print for children to use in the garden.

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who attend

The childminder gathers detailed information from parents prior to children starting with her in an 'All about me' sheet. The information gathered contributes to the childminder's precise and systematic observation and assessments of children's development. This allows her to plan and provide activities that reflect children's interests and learning styles and build on what they already know and can do. Consequently, children's interests and next steps for learning are highlighted clearly. The childminder's good teaching skills support children to learn successfully and grow in confidence. She effectively helps children develop their skills in speaking and listening, including those children learning English as an additional language. When speaking to the children, the childminder speaks clearly and slowly, repeating the children's words back to them. The childminder and children use signs and gestures, and there is close eye contact. This successfully promotes

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who attend

children's language and, in response, children talk readily and with confidence. Consequently, this prepares children well in readiness for the next stage of their learning and eventually for school. The childminder provides a rich play environment indoors where children can independently access a wide range of resources. Children clearly enjoy learning through play, eagerly choosing what they wish to do. They play together, counting out and sharing the toy cars. They learn from each other and as a result, begin to understand simple addition and subtraction in a practical and fun way. Children enjoy creating pictures of a spider's web using glue and string. They practise their sticking skills as they make a ladybird linked to the theme of mini beasts. However, some of these planned activities are overly directed by the childminder and this limits the ways they can explore and experiment with stimulating materials in order to fully develop their creativity

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who attend

The childminder provides plenty of opportunities for children to freely use her garden for outdoor play. This includes activities to develop children's physical skills, such as balancing and ball games. The childminder provides messy activities outdoors to help children investigate the properties of materials, such as dried rice, sand and water. They enjoy indoor activities following a favourite story showing the change from caterpillar to butterfly. This helps excite children's interest in books and early literacy. However, the childminder does not maximise the use of the garden to extend opportunities for children to develop their imagination, writing and storytelling skills on a larger, more active scale and so fully extend their development. The childminder works very closely with parents regularly discussing the children's development. Children's achievements and experiences are recorded in detail in a learning record that enables their progress to be tracked and is

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who attend

frequently available for parents to view and contribute to. The childminder and parents also complete a daily diary. This effectively details children's care routines and their progress in their learning and development both at home and with the childminder. This information is successfully used for the childminder's future planning and for parents to help their children's learning at home.

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

Children quickly build secure bonds with the childminder because she takes time to get to know each individual child and their family. Through the frequent discussions with the parents, she provides care routines that match those that parents follow at home. The childminder works closely with parents to ensure each child's individual needs are met and children with particular individual needs are well cared for. The childminder forms close and warm relationships with the children. She has a kind and caring approach and strives to provide a warm, homely atmosphere, which supports children's personal and social skills well. Children learn to care for living things as they help feed and care for the pets. They are encouraged to talk softly and be gentle to the guinea pigs. The childminder encourages children to develop independence in their self-care skills as they know to put on their slippers and put away their shoes as they come in. They confidently and quickly

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

get dressed and are ready to take their friends to school. The childminder helps children to behave well. She gently helps the children to negotiate and take turns. This allows children to share successfully and, as a result, they are developing close friendships with each other. This helps them to be emotionally prepared and ready for their move on to school. Children are learning about healthy eating. They enjoy nutritious and varied snacks and meals. The childminder plans exciting cookery activities when children cook their own pizza and this increases children's understanding of a nourishing diet. The childminder helps children understand the house rules to keep themselves safe. She reminds children to dry their hands completely in order to stop their skin being sore. The childminder teaches the children to understand why they must take care with the pets, including the parrot. They frequently practise the emergency evacuation procedures. This helps them to

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

be safe without being fearful. Children have valuable chances to exercise energetically use the challenging play equipment on the frequent visits to the park. This helps to promote a healthy lifestyle.

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provision

The childminder has a good understanding of her responsibility to meet the welfare requirements of the Early Years Foundation Stage. She has a strong understanding of safeguarding issues, as she has updated her knowledge through online training. The childminder is very aware of the procedures to follow should she have a safeguarding concern about a child in her care. As a result, children are well-protected. The childminder is very conscientious about keeping children safe from harm and ensures that they are closely supervised at all times. The childminder minimises risks in the home, such as keeping the doors and gates locked. She visits places of interest, before taking the children, to fully assess the risks on outings and this helps keep children safe. The childminder makes her broad range of written policies and procedures available to parents by email but also in printed form if requested. This enables them to be clear about her

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provision

provision. Her documentation is very well maintained and up to date for the safe management of the provision.

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provision

There is an effective two-way flow of communication, enabling the childminder and parents to share information to ensure the changing needs of their children are met. Parents comment how pleased they are with the service the childminder offers. The childminder demonstrates that she is able and prepared to work closely with other professionals as necessary, so that children receive any additional support they may need. The childminder has established partnerships with other providers delivering the Early Years Foundation Stage to children and she shares information to support children's learning and development. This provides a strong consistency of care. The childminder is ambitious about improving provision and practice, and wants the children to receive a highly effective service which effectively supports their achievements. She reflects on her practice and recognises where she can make improvements. She has a strong programme

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provision

of professional development and reports that training has supported her in undertaking the detailed observations and assessments of the children's progress. The childminder demonstrates a good understanding of how to promote children's progress throughout the Early Years Foundation Stage. She effectively monitors children's learning and development by using summary sheets to record their development. The childminder highlights development statements and this ensures that she can easily identify any gaps in children's learning. This information is effectively used to plan future activities to help to narrow quickly any gaps in children's achievements. These records ensure that the childminder is ready to complete the progress check for children between the ages of two and three years when required.

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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 EY443670 Local authority Central Bedfordshire Inspection number 881179 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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