Childminder in Central Bedfordshire

Inspection date

Previous inspection date 22/07/2014 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 robust procedures in place to keep children safe. These are supported by up-to-date policies and procedures, in line with those of the relevant Local Safeguarding Children Board.  Children are active and inquisitive learners. They engage in a wide range of interesting learning experiences, which the childminder plans effectively to reflect their interests and promote their good progress. She uses good teaching strategies to support their learning.  The childminder develops strong relationships with parents, ensuring they are fully informed of their child's day and development. There is an effective two-way flow of information to aid children's care and learning.  The childminder is enthusiastic and shows a strong commitment to continually developing her practice to improve learning outcomes for children.

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It is not yet outstanding because

 The childminder does not always maximise the opportunities for children to fully explore their critical thinking, particularly during some planned creative activities.  There is further scope to enhance children's self-care skills with regard to pouring their own drinks.

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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 a range of indoor play activities, children having their lunch and spoke to the childminder and children at appropriate times.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, evidence of the suitability of adults who live on the premises, a selection of policies, safety procedures and children's records.  The inspector took account of the written views of parents.  The inspector reviewed the childminder's self-evaluation form.

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Information about the setting

The childminder registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged seven and eight years in the village of Upper Caldecote, near Biggleswade, Bedfordshire. The family has two dogs. The whole of the ground floor and one bedroom of the childminder's home is used for childminding and there is an enclosed outdoor play area. The childminder takes children on regular outings and visits the shops, library and park on a regular basis. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. There are currently four children on roll, all of whom are in the early years age group. The childminder receives support from the local authority.

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

 build upon children's ability to solve problems for themselves, by incorporating more opportunities for them to develop increased levels of thinking, for example, by providing a wider range of tools to create different marks and learn to pour their own paint themselves

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

 enhance arrangements to develop children's self-care skills by providing them with the facilities to pour their own drinks throughout the day and at mealtimes.

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who attend

The childminder has a secure understanding of the Early Years Foundation Stage and promotes children's learning and development well. She works closely with parents to establish children's individual starting points, interests and preferences. This helps her to plan a broad and balanced range of enjoyable learning experiences. As a result, children are engaged in worthwhile and purposeful play at all times. This helps them to make good progress, which prepares them well for the next stage in their learning. The childminder, through her enthusiasm and fun nature, instils in children a positive attitude towards learning. She creates an engaging environment, which provides many opportunities for children to play cooperatively together. She consistently remains close-by to model positive behaviour and praise their achievements. For instance, children successfully build a tower of inter-locking containers and have great fun taking it in turns to knock it down.

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who attend

Consequently, children build good relationships with each other. Children communicate very effectively because the childminder places a strong focus on fostering their communication and language skills. She is skilful in using open-ended questions to extend their emerging vocabulary. She spends a significant amount of time engaging in purposeful dialogue with children and adjusts her speech in relation to the age and understanding of individual children using simple sentences linked to actions. As a result, younger children begin to learn the meaning of new words.

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who attend

The childminder uses opportunities as they arise effectively to challenge and develop children's knowledge and skills. For example, she teaches children the early stages of reading as they express a keen interest in the broad range of books available. Children laugh with delight and are engrossed in the childminder's story telling, because she effectively uses intonation in her voice to read them their chosen books. Children are active learners as the childminder involves them in the story. They identify the animals by name or express their understanding by making the sound of the animal. She encourages children to keep on trying when they do not name each animal correctly first time and is skilful in enhancing their knowledge of the world as she explains that a baby dog is called a puppy. Children learn to identify different coloured paint and develop increased physical control as they use their fingers and brushes to create circles and lines on paper.

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who attend

However, the childminder does not maximise this opportunity, to build upon children's abilities to fully explore their critical thinking, by experimenting with a wider range of tools and enabling them to select and pour their own paint. As a result, children are not always provided with opportunities to solve problems and find out how to do things. The childminder provides children with a wealth of experiences and stimulating activities outside her home. For example, they visit toddler groups and farms on a regular basis. These help enhance children's understanding of the world and extend their physical and personal, social and emotional skills. Consequently, they become physically active, learn to play with others and are experiencing new environments and people.

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who attend

The childminder maintains detailed development records in children's learning journeys, with both written and photographic evidence of their achievements. She uses an effective system to consistently track children's progress, which enables her to promptly identify any potential gaps in their learning and monitor their progress. The childminder uses this information well to identify appropriate next steps in learning and plan activities to successfully promote their future development. Additionally, the childminder understands her responsibility to provide parents with a short written review of their children's progress following completion of the progress check for children between the ages of two and three years. Partnerships with parents are strong because the childminder has built a trusting relationship with them. She completes daily diaries for all children detailing children's learning and care routines and engages in daily discussion with parents about their

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who attend

children's development. In addition, she shares information about children's learning effectively following regular summary assessments, and provides ideas to extend children's learning at home. As a result, children benefit from a consistent approach to their learning and development.

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

Children are warmly welcomed into this nurturing and caring home. They settle well because the childminder gives both parents and children time to become familiar with their new surroundings. The childminder is clear about the importance of developing secure attachments and supporting children's smooth transitions from home. Personalised settling-in visits enable the childminder to talk to parents about children's routines and needs to ensure she understands how to meet them. Children show through their play and interactions with the childminder that they feel secure. They hold out their arms for a cuddle when they feel tired and turn to her for reassurance when needed. They clearly enjoy learning and playing together as they laugh, smile and sing together. This leads to trusting relationships and a strong sense of belonging. Children have equal opportunities to choose from a wide range of good quality toys and activities, which the childminder

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

rotates on a regular basis. Children are able to make independent choices of toys not instantly available as they select what they want from photographs. The childminder is innovative in her approach to providing children with specific areas for learning. She has erected an attractively presented and well-resourced playhouse in the outdoor area, which enables children of all ages to make choices of their preferred place of learning.

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

The childminder helps children understand positive ways in which to behave. She has a calm manner and uses age-appropriate techniques to ensure children develop good skills for the future. This is further reinforced by house rules, which are clearly displayed. Being aware of the boundaries and expectations adds to children's sense of well-being. Children develop good self-esteem and confidence because of the genuine praise and encouragement they receive for their achievements. They are awarded with a sticker, and 'WOW' moments, which they proudly show to their parents. The childminder provides children with daily opportunities for fresh air and exercise in the garden. Young children are provided with walkers, which help them to securely pull themselves up to a standing position. As a result, they develop good control and coordination in preparation for taking their first steps independently. In addition, daily walks into the community and visits to

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

the local park enables children to build up their large physical muscles as they run freely and use play equipment, such as a slide and balancing apparatus. Children receive a good range of healthy, nutritious food, which the childminder provides. They grow their own tomatoes in containers in the childminder's garden. This helps them to understand where food comes from and that it is good to eat. Children have access to fresh drinking water at all times to keep them hydrated. However, there is scope to develop their self-care skills by pouring the water themselves, so that they begin to recognise that the childminder trusts their ability to make appropriate decisions about what they need and acknowledges their growing capabilities.

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

Children's independence is promoted well. For example, time is taken to help children learn to put on their own shoes and help to prepare their own lunch. These skills support children to be ready for the next stage in their learning, such as starting school or nursery. Children learn about good hygiene practices as they wash their hands before eating, after having their nappy changed and touching the family dog. Children demonstrate they are developing skills to keep themselves safe and take responsibility for their environment as they enthusiastically help to tidy toys away when they have finished playing and help to lay the table in preparation for lunch. Regular walks in the community also provide excellent opportunities for children to learn how to keep themselves safe while they are out and about. The childminder has a high level of awareness of when it is safe to give children a degree of freedom. For example, children are permitted to run ahead a little.

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

They know that they must stop and wait for the childminder before being given permission to resume their journey. The childminder has a good understanding how to support children when they are ready move to the next setting or on to school.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. She demonstrates a secure understanding of the local safeguarding procedures and is confident to follow these if required. The childminder takes positive steps to safeguard children's welfare. All of the required suitability checks are in place for all adults in the household and there are clear procedures for any visitors to her home. The childminder fully understands the procedures to follow if she has any child protection concerns. A comprehensive range of written policies and procedures are in place to support her practice. She shares and agrees these with parents, which means that they are well informed about the childminder's responsibilities. The childminder promotes children's safety well and risk assesses her home and the outings she takes children on, to help ensure that they are safe at all times. She takes robust steps to keep them safe. For

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provision

example, the childminder uses safety stair gates on the entrance to the living room and stairs to prevent children accessing these areas.

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provision

The childminder has a good understanding of the learning and development requirements. Planning is flexible and takes account of children's interests, next steps and preferences for learning. This ensures that they make good progress towards the early learning goals. The childminder is enthusiastic and professional and has a strong commitment to continually develop her practice, while making learning fun for children at all times. She keeps up to date with early years issues by looking at information for childminders online and by discussing practice with other childminders and local authority support workers. She is highly reflective as she continuously evaluates her practice and monitors children's progress. This means that she effectively identifies her strengths, and areas to develop to ensure that children continue to make good progress. For example, she has recently strengthened the quality of information gathered from parents when children start to

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provision

include more detailed information about children's families and their cultural traditions. This has enabled her to refine her practice to further meet their needs. She has a clear plan in place for future development. These include creating an allotment area in the garden for children to grow a greater range of fruit and vegetables, as well as completing several relevant training courses to extend her knowledge and skills further.

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provision

Both parents' and children's views are valued and respected as part of the childminder's self-evaluation process. Parents are issued with a questionnaire to gather additional feedback. The childminder establishes strong partnerships with parents as she shares their child's progress with them at regular intervals, to celebrate children's achievements. In addition, she consults them about every aspect of their children's care. A daily diary records how children spend their day. Parents also receive daily verbal updates. Parents are full of praise for the childminder and very happy with the care that she provides. They feel that she goes the 'extra mile' in helping children to make good progress. The childminder is fully committed to building positive partnerships with other agencies and has made some good links with local pre-schools and schools.

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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 EY471112 Local authority Central Bedfordshire Inspection number 953781 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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