Childminder in Central Bedfordshire

Inspection date

Previous inspection date 28/08/2014 25/08/2009

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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 carefully observes children to ensure their learning and interests are effectively planned for. Teaching is strong and motivates children to persevere at new skills. Consequently, children make good progress.  Partnership with parents is strong. Frequent exchange of information means that children's individual needs are effectively met.  The childminder promotes children's health and well-being very well, through the provision of nutritious meals and snacks and lots of time spent outdoors.  Robust management systems are in place to ensure children are kept safe and their well-being is promoted effectively. The childminder has strong knowledge of safeguarding procedures.  The childminder makes excellent use of self-evaluation to identify specific improvements to practice. As a result, she is able to provide a welcoming, rich and stimulating environment for children to learn in.

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It is not yet outstanding because

 The childminder occasionally misses opportunities to extend children's creative and critical thinking skills, through using a wide range of teaching strategies, for example, by asking open-ended questions.

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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 indoors and in the garden. She spoke to the childminder and the children at appropriate times throughout the inspection.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, the planning documentation, evidence of the suitability of adults living on the premises and a range of other documentation.

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Inspection activities

 The inspector took account of the views of parents as recorded in reference letters and responses to questionnaires.  The inspector reviewed the provider's hardcopy self-evaluation form.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged six and eight years in a house in Luton, Bedfordshire. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently seven children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except family holidays. She is a member of the Professional Association for Childcare and Early Years. The childminder is qualified to level 5, with a relevant early years foundation degree.

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

 use a wide range of teaching strategies, including the use of open-ended questioning to further promote children's creative and critical thinking skills.

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who attend

The childminder has a good understanding of the learning and development requirements for the Early Years Foundation Stage. She combines this with her experience and knowledge of child development. This supports her in planning activities and play opportunities that promote children's development in all areas of learning. Each child's learning and development plan is initially based on information provided by parents. This helps to ascertain the children's stage of development and contributes towards a starting point for learning. The childminder then builds on her individual plans for children's learning and development. She identifies children's next steps from observations and incorporates them into future planning. As a result, activities and experiences provide children with effective challenge, promoting their ongoing learning and development. Parents are involved in children's learning and information is shared that allows each party

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who attend

to build on recently acquired skills. For example, parents supply information on achievements that link to children's next steps. Consequently, the childminder promotes continuity of learning between the home and her care. As a result of the observation and assessment arrangements, and the clear planning, children make good progress.

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who attend

Children show they are settled and they are familiar with the routines in place. They communicate confidently with the childminder and they are able to make their needs known. Children's spoken language is developing because the childminder engages them in purposeful conversation throughout the day. She talks to the children about what they are doing and labels their actions during their play. The childminder asks some open- ended questions. However, the use of open-ended questions to help children's creativity and to make connections in their learning is not consistent. As a result, children's creative and critical thinking skills are not as well promoted as other aspects of their learning. The childminder promotes early literacy skills routinely as children choose their name cards on arrival. They freely help themselves to books inside and outdoors in the playhouse. Children begin to explore early mathematics as they measure and tip pasta from one pot

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who attend

to another. The childminder reinforces this by labelling mathematical concepts, such as full and empty while they are playing. Children have the opportunity to make links to their home life as they press buttons and babble into a toy phone. This also supports their interest and understanding of information and communication technology.

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who attend

The childminder is able to support and effectively challenge children to acquire new skills. For example, she models, encourages and explains carefully to young children the process of how to thread pasta onto ribbon. The children concentrate and persevere until they have threaded several tubes of pasta. They delight at their success, fostering self-esteem and a sense of achievement. The childminder encourages children to actively concentrate on learning to handle scissors. This develops children's small muscle coordination, a skill needed for learning to write. All these emerging skills prepare children well for future learning at school. Young children's physical skills are developing very well because children are able to learn both indoors and outdoors. They attempt challenging activities, such as climbing down the steps of the slide. The childminder stands nearby reassuring them and supporting them to discover the safest way down. The childminder introduces

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who attend

children to their local community because they take part in outings to local groups. Older children are gentle with the younger children and demonstrate caring behaviour as they encourage younger children to take turns counting ducks in and out of a bag. Consequently, children of all ages are developing positive peer friendships.

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

Children are happy, settled and demonstrate good levels of confidence. This is because the childminder has developed close and caring relationships with all the children. The flexible settling-in process is adapted to suit each family and child and means that children become familiar with the childminder and her home. Highly comprehensive information about the children is gathered from parents on entry. As a result, children are happy and ready to learn. The childminder works continuously with parents to support children's individual needs. For example, a daily sheet, shared with parents, records children's personal care routines. The welcoming environment is organised with dedicated play areas. The environment is supportive and young children are able to freely help themselves to resources and make independent choices. This means that they have opportunities to lead their own learning.

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

The childminder is a good role model and supports children's understanding of what is acceptable behaviour. Frequent praise shows children that they are valued and fosters good self-esteem. Children respond well to the clear boundaries that are in place and young children are sensitively supported to understand and cope with their frustrations. Children develop socially as they attend various community groups, mixing with other children and enjoying new and varied activities to stimulate and interest them. These activities help to support physical health and foster their confidence in larger groups. This assists their independence and preparation for future learning. Children are encouraged to care for themselves and be independent as much they can in line with their abilities. For example, young children participate as much as they can in washing their hands after their nappy is changed. In addition, they find their own shoes before going into the garden.

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

The childminder promotes healthy lifestyles very well throughout the day. Children have many opportunities to play in the well-equipped garden. Their physical skills are challenged through the opportunity to bounce on the trampoline, ride-on bikes, and climb up and down slides. Children are included in choosing and washing fresh vegetables for lunch and competently use knives to prepare these. The childminder and children then use the vegetables to cook a healthy lunch. This promotes children's health and well-being. While preparing food children competently use safety knives. The childminder supports children to understand how to keep themselves safe. For example, she regularly reminds the children to go backwards down the steps on the slide and that the zip on the trampoline needs to stay done up to keep them safe.

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provision

The childminder has good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage and ensures her strong practice meets all aspects. She has a good awareness of the signs and symptoms of abuse, to help her recognise when a child is at risk. The childminder knows what to do if she is concerned, in order to safeguard the welfare of children. She shares the written policy with parents. As a result, they are aware of her role and responsibility to safeguard children. The childminding premises are secure and external doors are kept locked, preventing unauthorised entry or children leaving unsupervised. The childminder regularly renews her first-aid training so she is able to provide children with appropriate treatment in the event of accidents. Robust policies are in place, such as, safeguarding, complaints, health and safety. The childminder uses the policies effectively to support her practice and ensures that children

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provision

are consistently cared for to a good standard. The childminder shares all policies with parents when their children first start, so they are fully aware of the service that is provided. Risk assessments are thorough and cover all aspects of the premises and outings, promoting children's safety. All documentation is highly organised and easily available, which further supports the childminder to promote children's welfare and well- being effectively.

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provision

The childminder makes exceptional use of self-evaluation. She thoughtfully reflects on her practice and sets herself attainable and meaningful targets. Parents' and children's views are sought as part of the self-evaluation process and these are used to shape future improvements to the provision. For example, in the last year, she has developed a mud kitchen for the children, further extending their exploration of materials. The childminder dedicates her own time to improving her own understanding and practice. She regularly attends training, ensuring her knowledge is current and she has accomplished a higher level of early years qualification.

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provision

The childminder forms very good relationships with parents. There is an effective two-way flow of communication that supports children's learning and development. Parents are very happy with the care their children receive. The childminder carefully monitors all children's learning to ensure any gaps in learning are identified. The childminder is not currently caring for any children with special educational needs and/or disabilities. However, she is fully aware of the importance of working with other professionals where necessary. The childminder understands how to work with other key persons, when children attend other settings, to ensure consistency of approach in learning and development. In addition, she regularly attends the local children's centre where good ideas to promote children's learning are shared.

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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 EY387273 Local authority Luton Inspection number 859030 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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