Childminder in Central Bedfordshire

Inspection date

Previous inspection date 12/09/2014 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

 Teaching is good because the childminder understands how to promote children's learning during play. She develops individual learning plans for children that incorporate clear next steps. As a result, children make good progress in their learning.  Children take part in activities that engage their interest and help them to become interested in other cultures, communities and traditions. This is because the childminder seeks new and stimulating events and activities to bring to their attention.  Children benefit from the close bonds and caring relationships that clearly exist between them and the childminder. These are enhanced by the proactive approach taken by the childminder, such as home visits, to help them to feel settled and secure.  The childminder understands her responsibility in regard to safeguarding children, which means that they are protected from harm. Clear methods of communication

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This provision is good

underpin the relationship with parents and support children's health and well-being.

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It is not yet outstanding because

 Children have limited opportunities to view signs and labels, in English or other languages, in the environment, which inhibits their developing awareness of how print may be used.  The childminder has yet to fully embed the sharing of information with other settings delivering the Early Years Foundation Stage, to secure consistency and enhance progress further.

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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.

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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 husband and three children, aged eight, six and three years, in a house in Shefford, Bedfordshire. The whole of the childminder's home, with the exception of the main bedroom is used for childminding and there is an enclosed garden available for outside play. The family has a dog. The childminder attends social and activity groups on a regular basis. She collects children from the local schools and pre-schools. There are currently nine children on roll, three of whom are in the early years age group. All children 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. The childminder supports children who speak English as an additional language.

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

 enhance early reading for children, and opportunities to investigate each others language, by providing more signs and labels so that children make connections of how print can be used in various contexts, both indoors and outside

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

 extend the communication with other settings delivering the Early Years Foundation Stage to ensure there are regular opportunities to share information about children's learning and development to fully support continuity in their learning.

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who attend

Children are happy and engaged in their learning because the childminder uses the information gained through observation to plan activities which build on the children's interests. Young children enjoy role play with materials, such as play figures, cars, houses, playgrounds and pirate ships. The childminder uses these simple activities to encourage younger children to re-enact what they see around them. Children avidly watch the childminder as she plays alongside them. They enjoy placing figures into cars and positions in the playhouses and try pieces in different places until they finally succeed. This raises their self-esteem and promotes concentration. The childminder offers a running commentary about what children are doing and asks simple questions that promote children to think about what they are seeing. She uses language that promotes mathematical understanding, talking about big and small objects, and counts items with

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who attend

the children. Children begin to respond with sounds or point to the figures or objects being described. This helps to extend their early communication and language. Children eagerly explore simple technology. They press buttons to make the lights flash or the music play. The calm manner and gentle encouragement from the childminder means that children are secure and relaxed as they experiment with new materials. Children sway and rock to the music they play, showing pleasure at their new achievements. The childminder uses good teaching during such activities, by enhancing learning with new vocabulary and offering general support for children's exploration.

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who attend

The childminder introduces children to the wider community, as they make excursions to local groups and venues. The childminder plans and provides opportunities for children to become interested in the wider society. She plans and provides activities that help them to learn about world events. For example, they investigate world sporting events that are being held in other countries, learn Polish from the childminder, and enjoy foods from around the world. Stories and books feature in the daily routine and children use a variety of reading and writing materials. However, while the childminder has begun to organise some play materials, children have limited opportunities to view the printed word, in English or other languages, to fully develop their interest in reading, enhance their interest in each other's language, or awareness of how print may be used for a purpose.

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who attend

The childminder demonstrates a good understanding of the Early Years Foundation Stage and has established clear methods of observation and assessment. Each child has an individual learning plan maintained in their learning and development book. Observation and assessment records are kept and all achievements are monitored against expected milestones for each child's age. This helps the childminder to develop a plan of activities to promote the identified next steps for each child. For example, the weekly activity plan includes specific activities, such as music groups, designed to promote social confidence for the younger children. Parents are involved within children's learning and information is shared, through the communication book, which allows each party to build on achievements made. The communication book, electronic and face-to-face contact play an important role in the relationships between parents and the childminder, with all

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who attend

achievements and activities discussed between them each day. As a result, care in the home is consistent between home and the childminder's provision. As a result of the observation and assessment arrangements, and the effective planning, children make good progress. The childminder is aware of the progress check for children between the ages of two and three years and she will complete this as required. She provides a teaching environment within which children have opportunities to explore and learn actively. This lays the foundations for children's future move to school.

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

The childminder takes account of each child's individual need to provide settling-in procedures and works closely with parents to establish a positive relationship. For example, she visits children at home to help them to become familiar with her and to view them in their familiar surroundings. The childminder uses a communication book to keep parents informed about their child's day, which supplements the contact at the beginning and end of the day. She uses text and email contact to ensure that she stays in close contact with parents. Parents comment that they appreciate the photographs that are sent to them during the day. Detailed care plans are provided by parents at the beginning of a contract to help the childminder to establish daily care, which reflects children's routines at home. This helps her to work closely in support of children's well-being. Children demonstrate good attachment with the childminder. She is attentive and offers children

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

appropriate support and independence. As a result of these steps, children, from an early age, are emotionally prepared for school or a move to another setting.

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

Very young children receive consistent and positive behaviour management that helps them to develop self-confidence. The youngest children sit alongside the childminder and listen to her as she speaks calmly with them. This helps children to feel secure and settled. Frequent praise shows children that they are valued and fosters good self-esteem. Children are well-nourished because the childminder provides healthy meals and snacks. A menu is prepared and shared with parents each week. Parents say that they appreciate the wholesome, healthy and varied meals that are provided. Very young children gradually learn about routines, such as washing their hands and faces before and after meals, because they sit and allow the childminder to wash their hands. Children enjoy physical play each day in the garden and at social groups. Parents write about how they like the fact that their children spend a lot of time in the fresh air outside. These activities help to

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

support physical health and foster their confidence in larger groups. They also help children to meet, and become familiar with, other adults in a controlled environment. This assists their independence and preparation for school.

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

Children are kept safe on the premises because the childminder completes regular assessments of risk. The childminder is especially vigilant with younger babies as they begin to walk, ensuring that the surroundings are kept free from obstacles to ensure minimal risk. Children practise road safety each day and take part in emergency evacuations. They access a broad selection of resources freely and the childminder provides a good range of materials, in line with planned activities, which is suitable to promote all areas of learning. The environment is supportive and young children are able to freely access resources and make independent choices. This means that they have opportunities to lead their own learning.

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provision

The childminder has a firm understanding of safeguarding and she ensures that children's welfare is assured. A written procedure for safeguarding outlines the procedures for children's protection and provides clear information for parents. This identifies the importance that the childminder places on her role. The appropriate checks for all household members are in place. The childminder implements thorough procedures and risk assessments that protect children when they are away from the home and she supervises children vigilantly at all times, both inside the home and during outings. The use of mobile telephones and cameras by visitors is not permitted in the setting and there is a clear policy regarding digital media. As a result, children are safe both inside and outside the childminder's home.

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provision

The childminder shares a broad range of policies with parents to underpin the professional relationship and support children's well-being. Whilst care has only recently begun, the childminder has requested feedback from parents to ascertain their level of satisfaction with her practice and identify areas for improvement. Learning files are always accessible for parents to view and a communication book helps to enhance the partnership. Although the childminder has only been providing care during the current year, she completes effective reflective practice to continue to develop the care provided. The childminder updates her procedures and policies regularly to ensure they are efficient. The childminder has a planned programme of continuous professional development to enhance her knowledge and has attended several training courses since her registration. Consequently, she is able to demonstrate a drive for improvement and continued good provision.

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provision

The childminder is not currently caring for any children with special educational needs and/or disabilities. However, she is aware of the importance of working with parents and other professionals to make sure the needs of such children are met appropriately. The childminder has children in her care who attend other settings and has initiated contact with the lower school to ensure they may discuss events or welfare issues that arise. However, the links with other settings are not fully developed to ensure that information about individual needs is always shared and consistency of learning is promoted. The childminder continues to review her own observation and assessment methods and demonstrates a good knowledge of the characteristics of learning. As a result, children make good progress. Children in this setting have a positive experience that forms a good base for continued well-being, learning and development.

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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 EY475570 Local authority Central Bedfordshire Inspection number 959692 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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