Childminder in Central Bedfordshire

Inspection date

Previous inspection date 28/08/2014 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 a good knowledge of the Early Years Foundation Stage and uses this well to inform her purposeful teaching techniques. She offers creative activities and resources that interest children and promote their learning and development.  The childminder is enthusiastic about her work and enjoys the continuous reviewing and improvement of her practice. As a result, safeguarding is well considered and children play in a safe, stimulating environment.  The childminder's good partnerships with parents mean that she has a thorough understanding of each child's needs. Consequently, she offers children relevant support and they are secure and happy in her care.  The childminder shows children that she genuinely enjoys their company. They respond positively to this and naturally include her in their play and discussions, thus developing their communication and social skills.

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It is not yet outstanding because

 Parents' updates about their child's progress at home are not always used to the maximum in order to enrich the activity planning.  Children's wider understanding of the relevance of healthy lifestyle practices is not consistently promoted to the maximum.

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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.

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Inspection activities

 The inspector talked with the childminder and the children present and observed activities with the childminder.  The inspector viewed areas of the home 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, the childminder's self-evaluation information 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 given in their feedback to the childminder.

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Information about the setting

The childminder was registered in 2014 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three children aged 16, 12 and two years in a house in Caddington, Bedfordshire. The whole of the ground floor, the first floor bathroom and the rear garden are used for childminding. The family has several ducks and seven chickens as pets. The childminder attends a toddler group 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 two children on roll, both of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am 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 assessments and activity planning by making greater use of updates from parents about their children's learning and development at home

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

 build on the opportunities for children to increase their awareness of the relevance of healthy practices, with particular reference to physical exercise and healthy eating.

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who attend

The childminder's thorough knowledge of the Early Years Foundation Stage supports her in utilising strong teaching techniques. Consequently, children's daily play is well supported and they make good progress in their learning. The childminder meets with parents and uses clear, practical paperwork to gather and record a wide range of information about the children. She assesses this in order to gauge children's starting points and to inform the initial activity planning. The childminder continues to observe and assess children so that she has a full understanding of their progress and current interests. This information is then used to develop each child's next steps, which are carefully fed through into the daily activity planning. The childminder is particularly skilled in keeping the planning flexible so that she can respond to spontaneous learning opportunities and to any requests made by the children. As a result, children are offered

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who attend

play opportunities that interest and motivate them and promote their development in each area of learning. The childminder has secure procedures in place for carrying out the progress check for children aged between two and three years. This supports her in planning appropriate activities and in recognising any areas where children require additional support. The childminder's generally good ongoing communication with parents means that they have opportunities to share daily news about their children. She also supports parents well in extending their children's learning. For example, she provides information about activities that the children have particularly enjoyed, enabling parents to continue these at home. However, the assessment procedures do not always make full use of all updates from parents about how their child has been developing at home. This means that the childminder does not include this extended range of information in her

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who attend

planning and so promote children's development to the maximum.

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who attend

The childminder supports children in developing the skills and positive attitudes needed for effective learning. This means that they are well prepared for school and their future learning. She thoughtfully extends the planned activities, meaning that children have practical opportunities to explore and experiment. For example, children play with small jelly beads in water. They feel the texture before and after the water is added, and describe how the beads feel as they squeeze them through their fingers. The childminder puts the tray on the floor and children go on to feel the beads between their toes. They then experiment by filling different containers and the childminder encourages them to count the number of beads as they drop into a bowl. Children then notice that the beads and some of the containers have sunk and they talk about sinking and floating. Easy access to resources and the childminder's encouragement to use these flexibly mean that

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who attend

children can make independent choices and extend their play and exploration. For example, children go in from the garden and choose farm animals to add to their play with the beads and water. They put the farm animals into the water one by one and note which ones float and which sink.

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who attend

Children's physical development is promoted as they participate in a wide variety of activities. For example, they develop fine control of their muscles as they select and manipulate construction pieces. They gain skills in balance and coordination as they play 'musical statues' and practise hopping and jumping in time to a favourite rhyme. Children are encouraged to share their family beliefs and traditions, thus helping them to understand and appreciate diversity. They are supported well in developing their language and communication skills because the childminder values their verbal contributions. For example, she pays close attention when children explain their play. She also notices as younger children start to join words and supports them well in forming sentences. The childminder makes good use of incidental learning opportunities to extend children's learning and encourage them to start to solve simple problems. For example, children

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who attend

work out how many bowls they need at snack time and then help to count these out.

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

The childminder's good procedures for working with parents mean that she has a thorough understanding of the children in her care. Therefore, she understands and offers the support that each child needs. The childminder ensures that resources are well organised and easily accessible so that children make independent choices about their play. She pays particular attention to organising her home in order to offer a stimulating environment. For example, children thoroughly enjoy crafts, picnics and construction activities in the covered outdoor play area. Children are positive about their learning and are proud of their achievements because the childminder notices these and offers appropriate praise. For example, young children enjoy the praise when they attempt to master the skill of climbing the steps and sliding down the slide. This encourages them to keep trying until they succeed. Consequently, children's independence is promoted and

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

they develop positive attitudes that support their ability to learn and achieve. Therefore, they are well prepared for the move to school.

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

The childminder's thoughtful procedures mean that new children settle quickly. She makes sure that she understands their normal routines and that any favourite toys or books are readily available when they come in. As a result, children are happy and form secure relationships with the childminder. They show that they enjoy being with her as they chatter to her while they play and go to her with toys and books to share. Children develop a good understanding of how to manage their behaviour. The childminder acts as a good role model, showing children that she cares for and respects others. Consequently, children show care and concern for each other. For example, older children remember the younger children's favourite books and pass these to them. The childminder encourages children to consider how their behaviour affects others and to share the toys and resources.

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

The childminder uses daily routines well to support children in developing their self-care skills. For example, children are involved in deciding which foods to have for snack and in preparing this. Good daily practice and ongoing discussions support children in gaining a generally clear understanding of the importance of healthy lifestyles. For example, they wash their hands before eating and after handling the animals. They talk about the reasons for this and sing associated songs that reinforce their understanding. However, their greater awareness of this area is not consistently promoted to the maximum. For example, although they participate in many physical activities, their understanding of the effects of exercise is not always promoted and extended. Clear explanations and the childminder's good supervision mean that children gain a thorough understanding of how to keep themselves safe. For example, they learn how to use the large play equipment in

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provision

Thorough risk assessments are in place and regularly reviewed. The childminder also carries out daily safety checks. This means that children play safely in a well-organised environment and enjoy their time with the childminder. Their welfare is consistently promoted because there are comprehensive safeguarding arrangements in place. The childminder has completed relevant training and ensures that she reads and understands current publications in order to keep her knowledge up to date. Therefore, she is fully aware of the process to follow should she have any concerns about children's welfare.

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provision

The childminder regularly reviews her policies, procedures and any information about the Early Years Foundation Stage. She also meets frequently with other professionals in order to exchange information and review her work. This helps her maintain a good understanding of her responsibilities as a childminder. Therefore, she ensures that she is meeting all legal requirements and is promoting children's health, safety and welfare. The childminder is enthusiastic and professional in her approach to her work and is committed to developing her practice further. This has a positive impact on children. For example, after reading recent publications and purchasing relevant reference books, she has improved her activity planning. This means that she now offers a wider range of daily activities and play experiences that promote children's learning in all areas. The childminder regularly checks children's assessment records in order to review their

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provision

progress. This enables her to highlight any areas where they may require further support and to take appropriate and timely action to facilitate this. The childminder is honest and thorough in the ongoing evaluation of her work and so has a good overview of her strengths and areas for improvement. She uses this information to inform the planning of improvements. A recent change is the extension of the covered outdoor play area. This means that children are able to access a wider range of play opportunities and to play outside whatever the weather.

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provision

The childminder works well with other settings children attend, to ensure the continuity of their care and promote their learning. For example, she meets regularly with staff at the nursery attended by some children. The childminder does not currently care for any children who have special educational needs and/or disabilities. However, her regular participation in activities at her local children's centre has given her a good overview of the roles of other professionals. Therefore, she understands how to seek additional help for children and their families should the need arise. The childminder works well in partnership with parents. She completes detailed daily diaries for each child and regularly shares their assessment records. This means that parents are well informed of their children's progress and daily activities.

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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 EY474242 Local authority Central Bedfordshire Inspection number 960410 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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