Linnell Joanna Jane

Inspection date

Previous inspection date 01/07/2014 23/09/2008

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early years provision

This inspection: 2 Previous inspection: 2 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. She closely monitors children's learning and plans for their next steps. As a result, their progress is good.  Children are good communicators who feel valued because the childminder listens to their opinions and involves them in planning daily routines and choosing new resources.  The childminder uses highly successful strategies to communicate with parents and engage them within their children's development. As a result, children's learning is well- supported.  The childminder fully understands her responsibility in regard to safeguarding children, which means that they are protected.

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It is not yet outstanding because

 Children are not always given maximum opportunity to explore materials and extend their learning by making decisions in the way that they play and use materials provided within planned activities.  The childminder does not always explain to children why hygiene practices are important, or help them to understand why they need to drink regularly during hot weather. Thus, their understanding of good health practices are not fully developed.

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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 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 written questionnaires and reference letters.  The inspector reviewed the self-evaluation form.  The inspector reviewed a planned, joint observation.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house with her husband and two children aged 16 and 12 years in a village close to Bedford. The whole of the ground floor of the childminder's home and an identified bedroom are used for childminding purposes. There is an enclosed garden available for outside play. The childminder attends activity groups, local parks, animal centres, and many community facilities on a regular basis. There are currently five children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, excluding family holidays. The childminder provides funded education places for two-, three-, and four-year-old children.

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

 help children explore their own ideas and make links between their thoughts and actions, by modelling the language of thinking as they play, and supporting free independent exploration

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

 enhance children's understanding about how to keep themselves healthy by teaching them about the reasons for hygiene practices, in particular, how to reduce the likelihood of the spread of infection and the importance of drinking regularly after active play or during hot weather.

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who attend

Children are enthusiastic and motivated to learn because the childminder is responsive to their choices within the daily routine. For example, children initiate spontaneous games which demonstrate their eagerness to explore letters, sounds and mathematics, and the childminder follows their lead. Children sort and match letters on the front of the fridge. The childminder quickly adds a magnetic board and a further assortment of letters which results in the children both naming and using the sound of the letters as they hold them aloft, calling out words which contain the letter they are holding. In the garden, the children ask the childminder to write numbers with chalk onto the paving. Children eagerly take turns to call out the number, jump on the one which matches their age, or place the appropriate number of blocks onto it. These simple activities, and the good teaching by the childminder, lay firm foundations for children's future learning and extend their

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who attend

eagerness to explore literacy and mathematics. The childminder introduces children to their local community because they make excursions regularly and she ensures that they have opportunities to explore new cultures together. For example, children take part in excursions to specialist shops to gather materials to celebrate Chinese New Year and they examine materials provided by extended families from other countries, such as Singapore.

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who attend

Stories and books feature highly in the daily routine. Children independently select books to read in the playroom. They love to sit inside the indoor tent and the garden tepee to share stories, joining in with the rhymes and predicting the endings of sentences or the story, thereby advancing their vocabulary and imagination. Children are engaged with imaginative play and the childminder uses very effective questioning to help children recall previous events and make decisions. For instance, when playing with small world figures and buildings the children gather elements to make a church with a bride and groom. They talk about their visits to the local church and discuss a wedding which recently took place. The childminder uses motivating teaching as she asks the children about what else they may need and helps them to consider who plays which role during a wedding. As a result, children maintain their concentration and continue to develop their play. The

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who attend

childminder plans and prepares some activities, such as making collage pictures of the seaside, to build on recent interests. She uses such activities to support sharing and turn- taking, and she offers praise consistently which fosters children's self-esteem and eagerness to learn. However, on occasions the childminder's eagerness to support children in their play means that they do not always have the chance to make choices about how to use the materials or extend their independence fully. For example, although the children spread out the plastic mat on the ground ready, the childminder prepares the paint materials and hands the children the different colours as she makes suggestions, rather than inviting the children to make choices and carry out the tasks themselves. This means that children's self-led learning is sometimes not maximised.

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who attend

The childminder demonstrates a good understanding of the requirements of the Early Years Foundation Stage and has established clear methods of observation and assessment. She makes written observations which she uses to assess children's progress. The childminder completes regular progress summaries for each child. This helps her to plan activities to promote identified next steps 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, parents provide information on 'home link' sheets which show the children's recent interests, achievements and events that take place at home. A daily diary, electronic, and face-to-face contact play 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

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who attend

of the observation and assessment arrangements, and the effective planning, children make good progress. The childminder completes a detailed progress check for children between the ages of two and three as required. She provides a teaching environment within which children have opportunities to explore and learn actively. This lays the foundations for children's future 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 suggests that children spend at least three sessions, across different times of the day including a meal time if possible, to help them get to know her and the home. The childminder supplies photographs and video to parents to ensure that she stays in close contact with them and to help them to feel involved in their child's day. Detailed care plans are provided by parents at the beginning of a contract to help the childminder to establish daily care which reflects children's routines at home. This helps her to work closely in support of children's well-being. Children demonstrate good attachment with the childminder and involve her in their play. She is attentive and offers children appropriate support and independence. As a result of these steps, children, from an early age, are

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

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

Children behave well and receive consistent and positive behaviour management that helps them to develop self-confidence. The childminder encourages children to consider other people's feelings and to share the toys and resources. Children show during play, for example, with the small world play figures, that they can work cooperatively and listen to the views of others. Children are well-nourished because the childminder provides healthy meals and snacks. The childminder provides the support needed to help children to become independent. They are helped to complete their own personal care needs and are supported to wash their hands after using the toilet and before eating. However, their wider understanding of the relevance of good hygiene practices is not always fully promoted because they do not regularly discuss the importance of cleaning their hands and the links between germs and health. Children are very active and move freely

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

between indoors and outside which supports their physical development. They sit and stand on wheeled vehicles, make up games in the play house, investigate small creatures in the natural areas and 'bug hotel', and help to plant a range of vegetables. Children eagerly run, jump and slide across play areas and from the sofa, and learn to take safe risks. However, the childminder does not always use such opportunities to bring children's attention to how fast their heart is beating, or the reasons why they need to drink water during hot weather or after physical exercise. Consequently, children's understanding of their health is not optimised. Children enjoy trips to activity centres, local parks and visits with friends. This fosters their confidence in larger groups, helping children to meet and become familiar with 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. Children access a vast selection of high-quality resources freely and the childminder skilfully uses those resources to challenge children with new activities to promote all areas of learning. The environment is stimulating and supportive, and young children are able to freely access resources and make independent choices. Children are part of all main decisions and help to choose new resources, plan activities and trips, and make decisions regarding their meals. This means that they understand that their views are valued and they have opportunities to lead their own learning.

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provision

The childminder has a robust understanding of safeguarding and she completes a safeguarding audit regularly to ensure that her understanding and information is up-to- date. A written procedure for safeguarding outlines the procedures for children's protection and provides clear information for 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 alongside effective health and safety procedures. As a result, children are safe both in and outside of the

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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 methods used to share information. Regular meetings take place at which the children's progress summaries are shared. Parents comment that the childminder makes everything fun for the children and that children are safe, cared for, mentally and physically active, sociable and happy. Furthermore, a parent comments that the childminder has her trust with her most precious thing, her child. The childminder completes extremely effective self-evaluation which makes use of information gained through questionnaires, completed by parents and children. She has a programme of continuous professional development which is highly effective because she evaluates any training attended and incorporates new and relevant elements into her practice.

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provision

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 aware of the importance of working with parents and other professionals to make sure the needs of such children are met appropriately. She is able to draw on previous training courses and practice where needed. The childminder is not currently caring for any children who attend other settings. However, she is fully aware of the importance of working with other settings at the appropriate time. The childminder continues to review her own observation and assessment methods and demonstrates a good knowledge of the characteristics of learning. As a result, children make good progress. Children in this setting have a positive experience that forms a good base for continued well-being, learning and development.

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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 505287 Local authority Central Bedfordshire Inspection number 855547 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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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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