Childminder in Central Bedfordshire

Inspection date

Previous inspection date 14/08/2014 16/10/2008

p.1

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

p.1

This provision is good

 The childminder effectively plans for children's individual learning. Her good quality teaching helps to incorporate their interests into lots of different activities which engage them and sustain their interest.  The childminder promotes children's speech and language well through asking them questions and repeating phrases which children copy as they learn to talk.  The childminder teaches children about healthy foods and they learn about colour as they grow vegetables of all one colour and enjoy watching them develop.  The childminder has a very good awareness of how to keep children safe in her care. She undertakes training to refresh her knowledge and reviews her policies and procedures to test their effectiveness.

p.1

It is not yet outstanding because

 Some of the information the childminder asks parents to provide does not always give them a good opportunity to fully express what children know and can already do, to fully inform her assessments of learning.  The childminder does not always provide a wide range of activities for children to enjoy exploring the properties of different media in order to promote their development of expressive art and design to the maximum.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the living room and back room.  The inspector had discussions with the childminder.  The inspector discussed a planned activity with the childminder.

p.2

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.

p.2

Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and four children aged four, six, nine and 12 years in Dunstable, Bedfordshire. She uses the whole of the ground floor and the rear garden for childminding. The childminder attends a toddler group and the local children's centre. She visits the local shops and parks on a regular basis and collects children from the local schools and pre-schools. There are currently three 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, except for family holidays and Bank Holidays.

p.3

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

 enhance further the quality of information gained from parents in order to strengthen the already good assessments of children's learning

p.3

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

 increase the range and availability of media for children to explore and experiment with to enhance their sensory exploration.

p.3

who attend

The childminder uses her good understanding of how children develop to plan meaningful and exciting activities for children's learning. This provides children with challenge as they problem solve, ask questions and find out through discovery. These skills mean that children are becoming confident learners who have a desire to take part and try new things. Consequently, children develop the good skills which are essential for their successful future learning. The childminder prepares children well for school. For example, they choose what to do from a wide range of toys in the playroom. This helps them to make decisions and lead their learning. Each storage box is labelled with a photograph and the name of what is inside. This teaches children to begin to link words to objects. The array of printed materials on display helps them to become familiar with letters and sounds, supporting them to develop the foundations of early reading. Children talk with

p.3

who attend

the childminder throughout their day. These meaningful conversations help children hear and understand language. They become competent learners who express themselves in streams of babble. They use made up names for things and people, as they begin to understand how to use speech to gain attention and make their needs known. The childminder repeats phrases, such as 'one, two, three, go'. Young children copy this and use it in their play, demonstrating their good listening and attention. The childminder ensures that children have a range of opportunities to develop both their large and smaller muscles. They enjoy playing in the garden where they bounce on the trampoline and ride cars. This helps them to gain strength in their legs and enables them to master control of their movements. Indoors, children play catch with a balloon and a ball, stretching their arms to catch and throw. Children equally enjoy the activities which

p.3

who attend

support the development of the smaller muscles in their hands. Children show a keen interest in using shape sorters and building with stacking rings and bricks. The childminder finds ways to extend upon this interest, such as by playing with small world figures and putting them into cars and houses. Children spend a great deal of time and concentration as they squeeze the figures through windows and take off and put back on the doors of the houses. There is scope to further extend this dexterous play to enhance children's development of expressive art and design. For example, by providing more opportunities for children to explore a wider range of differing materials and media with their hands to create and promote their sensory learning.

p.4

who attend

The childminder observes children's development. She takes photographs of children at play and uses these to help her to monitor their learning. The childminder organises her observations of children in learning journals. These chart the good progress children make in their learning and provide parents with an account of the activities they take part in. The childminder talks with parents about children's achievements. She uses information sheets to gather information about what children can do and already know. However, as these ask closed questions, they are not highly successful in enabling parents to share children's achievements in order for the childminder to fully maximise children's learning. The childminder encourages parents read through children's learning journals and summaries of learning on a regular basis, which enables them to support children's progress at home.

p.4

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

The childminder helps children to settle when they first start in her care. She works with parents, discussing information about children's home routines and their likes and dislikes. The childminder encourages children to bring items of comfort with them, and follow the comforting routines of home. This helps the children to feel secure as they adjust to spending time apart from their parents. The childminder offers children comfort and reassurance when they separate from their parents each day. She is tactile and attentive to them, cuddling them close. Children form close bonds of attachment with the childminder and her children. They play together and the older children teach the younger ones how to play cooperatively. Consequently, children display the emotional stability and readiness they need to be able to learn and enjoy their time with the childminder. The childminder recognises that starting school is a big step for children. She helps them to

p.4

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

prepare for this by attending a local toddler group. Here, children learn about sharing and taking turns, as well as being within a large group, helping them to become ready for starting pre-school, nursery and school.

p.4

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

Children start to become independent and self-reliant as the childminder encourages them to make choices about where they play and what they play with. Children delight in their achievements because the childminder praises them. This raises their self-esteem and sense of pride in their abilities. The children learn about maintaining their own hygiene as the childminder encourages them to use the toilet by themselves and to wash their hands. When young children have their nappy changed, she explains to them about washing hands to reduce the risk of germs. She explains why good hygiene is important, and as a result, children learn to minimise the risk of the spread of infection. Children develop positive attitudes towards food as they grow vegetables to eat. To enhance children's learning, the childminder grows vegetables of the same colour. They grow beetroot and strawberries as they look at the colour red. The colour changes with each new crop of

p.4

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

food. The childminder teaches children about which foods are healthy for them and provides snacks and meals which are balanced and nutritious. She makes sure that children have regular fresh air and exercise as they play in the garden and walk to local schools. They test out what they can do as they play with a range of toys, such as the trampoline, which encourages them to learn to take manageable, small risks.

p.5

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

Children learn about how to keep themselves safe. They walk to school and understand that some measures, such as holding hands and using the green cross code, help to reduce risks to them. They follow the childminder's house rules because she gives them firm and consistent messages about expectations for behaviour. Young children learn that when the stair gate is open, they must not go through it, unless the childminder says it is safe to do so. The childminder encourages children's good manners and awareness of the feelings of others. She talks about how small world figures are feeling, helping children to think about the feelings of others. Therefore, children display high levels of self-esteem and confidence and are content in the childminder's care.

p.5

provision

The childminder has a range of policies and procedures which she uses to underpin her work. They provide guidance and structure to her practice. For example, the childminder has a procedure for dealing with any allegations against herself and her household members. She knows how to reduce any possible risk to children from using technology. Consequently, she has secure passwords in place and deletes photographs of children after use in observations. The childminder has a secure awareness of the signs and symptoms which indicate a concern about children's welfare. She understands the role of her Local Safeguarding Children Board and is confident to pass on any concerns to them. She maintains her good understanding about how to keep children safe through attending regular training. This enables her to review her practice, policies and procedures and to remain vigilant in monitoring children's well-being. The childminder assesses any possible

p.5

provision

risks within her home and takes measures to reduce these, such as ensuring that the trampoline net is closed when children use it.

p.5

provision

The childminder uses self-evaluation to monitor the quality of care she provides for children. She develops action plans which she reviews to ensure that any areas raised as recommendations at the previous inspection have been suitably addressed. Parents share their views via questionnaires. The childminder takes these into account when implementing changes and to enhance the care she provides. Children share their ideas through discussions and by also completing a child-friendly questionnaire with their parents. Children choose what they want to play with because equipment is within easy reach. The childminder works effectively with local authority development workers to review the quality of care she provides. She also works with other childminders, enabling her to learn and share good practice. Therefore, she displays a good capacity to maintain ongoing improvements in quality for children in the future.

p.5

provision

The childminder monitors the curriculum of learning she provides. She uses children's tracking sheets to identify any gaps in learning and reviews the resources she has to support this area. The childminder sorts toys and resources into storage boxes which support differing areas of learning. These can be easily found by children to explore independently. The childminder has a good awareness of how to reflect upon the progress children make. She uses her observations and generally effective discussions with parents to complete summaries, such as the progress check for children between the age of two and three years. The childminder works with other professionals to support children's development when the need arises. She knows how to access further support, such as through her development worker. The childminder appreciates the value of working with other settings children attend in order to successfully complement their care. Children

p.6

provision

make consistent progress in the childminder's care because of her good teaching and secure systems for monitoring the care she provides.

p.6

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

p.6

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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

p.7

Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

p.7

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.

p.8

Setting details

Unique reference number EY362223 Local authority Central Bedfordshire Inspection number 857660 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10