Childminder in Luton

Inspection date

Previous inspection date 28/08/2014 03/03/2009

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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

 The childminder plans and delivers stimulating activities that match children's interests. Consequently, children are enthusiastic to take part and develop a positive attitude towards learning.  Children demonstrate high levels of well-being and enjoyment. They confidently approach the childminder, laughing and giggling with her as they play happily together. This means that children's confidence is promoted.  Partnerships with parents are effective. There is a wealth of information on display in the childminder's home to explain to parents what their children are learning. As a result, parents are well informed about how to support this learning at home.  The childminder attends regular safeguarding training in order to update and refresh her knowledge. As a result, she understands the procedures to follow in the event of a concern about a child's welfare.

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It is not yet outstanding because

 The childminder does not always use a wide range of teaching strategies, such as asking open-ended questions to extend children's learning and encourage them to think for themselves.  The childminder does not always gather sufficient information from parents on what children can do at home when they first attend to support her in planning optimal experiences from the start.

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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 talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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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 provider's hardcopy self-evaluation form.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, three adult children and one child aged 14 years, in a house in Luton, Bedfordshire. The whole of the downstairs area and the rear garden are used for childminding purposes. The childminder collects children from the local schools and pre-schools. There are currently six children on roll, three of whom are in the early years age group, who attend for a variety of sessions. The childminder operates all year round, from 7am to 6pm, 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:

 enhance the use of a wider range of teaching strategies, for example, by asking more open-ended questions to extend children's learning and encourage them to think for themselves

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

 build on the gathering of detailed information from parents with regard to children's starting points, for example, by including parents' observations of what their children can do at home.

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who attend

The childminder interacts skilfully and sensitively with the children in her care. She models language well, encouraging children and providing explanations as they play and take part in activities. For example, when playing with dough, she asks children about colour and shape, praising them warmly when they respond appropriately. She also teaches children to makes links with previous experiences, talking about a visit to the hairdresser's as they cut the hair on their playdough figures. However, the childminder does not always use different teaching strategies, such as open-ended questions to extend children's learning and encourage them to think for themselves. The childminder actively supports children in what they are doing. She knows when to intervene in order to support children's learning and also when to step back and allow children to lead their own play. As a result, children develop confidence and a positive attitude to learning. The childminder carries out regular

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who attend

observations of children's achievements. She keeps detailed records of children's development across all seven areas of learning. She uses this information well to plan stimulating activities that meet children's identified needs and follow their interests. Consequently, children engage in activities for long periods of time. This helps them to develop the skills of concentration and perseverance that prepare them well for school.

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who attend

The childminder provides a good range of resources that children can access independently. This means that children can make choices about what they want to do and learn. The childminder provides attractive resources to support her planned activities. For example, children use coloured rice and pasta, as well as glittery bells and pipe cleaners, to make musical shakers. The childminder teaches children to use funnels to fill their shaker and then to thread small bells onto the outside. This supports children in learning about musical instruments as well as developing the small muscles in their fingers, in preparation for writing. The childminder promotes children's physical development well. They use pull-along and wheeled toys in the garden and visit the local park to develop their larger muscles on the climbing equipment.

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who attend

Partnerships with parents are effective. There is a wealth of information on display in the childminder's home to explain to parents what their children are learning and how to support this learning at home. The childminder provides regular updates on children's progress and she encourages parents to share their children's 'wow' moments with her. When children start attending the childminder's setting, parents provide information about their child's interests and their likes and dislikes. However, parents have fewer opportunities to share their observations of what their children can do at home, so that activities can be even more closely matched to children's needs from the very start.

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

The childminder is warm and attentive towards the children. Children are clearly happy and comfortable in her presence, putting their arms up to be lifted so that they can be close to her. The childminder and children enjoy one another's company, giggling and laughing together as they explore the playdough and make comical figures. This promotes children's confidence. The childminder listens carefully to the children and follows their suggestions during activities. This means that children's self-esteem grows as they see that their ideas are valued and acted upon. The childminder praises children frequently, particularly for kind and considerate behaviour. This reinforces children's positive actions and their behaviour is good. The childminder provides daily feedback to parents, both verbally and through a diary. This means the childminder shares information regarding care needs in a timely fashion to support effective partnership working.

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

There is a good range of resources and toys that children can freely choose from. This promotes their independence and allows them to develop their own ideas and creativity. The childminder encourages children to tidy up after themselves, so that they do not fall over toys that are left on the floor. She also reminds children to keep themselves safe by not jumping on the furniture. When outside the home, the childminder teaches children about 'stranger danger' and how to cross the road safely. The childminder provides children with healthy snacks and makes sure that they have access to fresh water at all times. Consequently, children learn about the importance of a healthy diet. The childminder teaches children about the benefits of fresh air and exercise as they play outside or visit the local parks each day. Children learn about good hygiene practices as they use tissues to wipe their nose and wash their hands after using the toilet.

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

The childminder supports children well when they start attending nursery or school. She takes children to visit their new setting, so that they can become accustomed to their new environment with a familiar adult alongside. She obtains written permission from parents to share information with the new setting. This means that information regarding children's needs can be shared promptly and any disruption to learning is minimised.

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provision

The childminder has attended recent safeguarding training. As a result, she demonstrates an effective understanding of the signs and symptoms that would cause her concern with regard to a child's welfare. There is a written safeguarding policy in place, which the childminder shares with parents. It clearly outlines the steps the childminder will follow in the event of a concern. This promotes children's welfare. The childminder ensures that each adult living in the home completes suitability checks. The childminder uses a good range of policies to ensure she supports children's health and well-being. This includes risk assessments of her home and of outings. As a result, children are safe both inside and outside the home. The childminder shares these policies with parents, along with information about the Early Years Foundation Stage.

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provision

The childminder monitors children's progress on a regular basis. Consequently, she is aware of children's strengths and areas for development and plans activities accordingly. She completes the progress check for children aged between two and three years and shares this information with parents. She works in partnership with the other settings that children attend, finding out what the children are learning so that she can further support this learning in her home.

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provision

The childminder is committed to improving her practice and attends regular training to update and refresh her knowledge and skills. She has effectively addressed all the recommendations from her previous inspection and carries out detailed self-evaluation to support her ongoing improvements. She networks with other childminders to share ideas and examples of good practice. She attends the local children's centre to provide children with the opportunity to socialise outside her home and to experience further learning opportunities. Feedback from parents is extremely positive, complimenting the childminder on the enjoyable, supportive environment that she provides for the children and their families.

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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. 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

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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.

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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 EY297747 Local authority Luton Inspection number 856457 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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