Kuhn, Elaine

Inspection date

Previous inspection date 02/10/2014 06/10/2009

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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 provides a wide range of interesting activities and resources for children to engage with as they learn through purposeful, active play.  The childminder works closely with parents to ensure children's care routines and learning needs are identified and met. Consequently, children settle quickly and make good progress.  The childminder has a good understanding of her role to keep children safe from harm and appropriately manages any issues or concerns about a child's welfare, should they arise.  The childminder effectively enhances her already good knowledge and understanding of how children learn by accessing suitable and relevant training courses and workshops. Through this, the childminder adapts practice to ensure children continually make good progress.

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It is not yet outstanding because

 The childminder does not always give children sufficient time to find a natural conclusion to their play and exploration before she moves them on to a new activity. Therefore, children's independent learning is not extended to the full.  The childminder does not always give children sufficient time to answer questions, in order to maximise their effective learning.

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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 areas of the house and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, evidence of the suitability of household members and a range of other documentation, including the safeguarding procedures.  The inspector took into account the views of parents, as recorded in written letters  The inspector reviewed the childminder's hardcopy self-evaluation form.

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Information about the setting

The childminder was registered in 1998 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one grown-up child in a house in Luton. The whole of the ground floor and the rear garden are used for childminding. The family has a dog, tortoise and caged birds as pets. The childminder visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently nine children on roll, six of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 expand the opportunities for children to initiate and control their play and learning experiences, for example, by providing sufficient time for them to thoroughly explore resources and materials at their own pace

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

 provide sufficient time for children to think and formulate their answers before they respond to questions.

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who attend

The childminder offers a welcoming and interesting environment, in which children play and learn. There is a wide variety of well-thought-out play materials and resources covering all areas of learning, both inside and outside the childminder's home. The garden is effectively planned, offering space for children to run around, use ride-on toys, make marks with water, chalk and paint and construct on a large scale. For example, children enjoy using large pipes and connectors to create buildings, roads and dens. They learn to use their physical skills to connect and twist the pipes as they problem solve and learn about shape, size and space. Although the childminder uses open questions, to promote children's ability to think critically, there are some occasions when she does not consistently give children sufficient time to consider their answers before they respond. Consequently, children's learning is not always fully extended. Children do, however, make

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who attend

good progress, as the childminder uses their interests to extend their learning and development. For example, children who show a particular liking for a popular television character use an electronic toy featuring the character. The childminder teaches them to match numbers and create sounds as they independently operate simple technological equipment. The childminder uses effective methods to gather information from day-to-day observations of children's play and learning achievements. She uses this effectively to plan activities that challenge children to move them to the next stage in their development. However, there are times when the childminder introduces a new activity before children have had sufficient time to fully explore the resources and play experiences they are already immersed in. Therefore, children's independent learning is occasionally interrupted so that, sometimes, they are unable to learn at their own pace. The childminder plans

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who attend

activities that are suitable for children's age and ability. She skilfully supports babies and younger children to become involved in activities that other children are enjoying. For example, children are deeply involved in sticking sycamore seeds and leaves, which they had previously collected during a walk, onto cardboard hedgehogs. The childminder encourages very young children to feel the leaves and pods in a dish. She describes what they are doing and allows them to hold glue brushes to spread the glue on their hedgehogs before they scatter the natural resources on the card, creating their own artwork.

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who attend

The childminder regularly meets other local childminders, so that children learn to socialise in a group setting. The childminder also takes children to organised story telling sessions at the local library. During these sessions, children learn to listen, take turns and share resources and adult attention. As children grow, the childminder introduces counting games and matching activities. She teaches children to recognise and sound out letters and supports them to write their names. All of these activities and skills promote learning in preparation for nursery and school.

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who attend

The childminder establishes good relationships with both children and their parents. When children start to be cared for by the childminder, parents give information about daily routines, likes and interests and developmental stage. This helps the childminder to provide appropriate activities to move children to the next stage in their learning and development. The childminder values parents' input concerning children's learning, which she successfully incorporates in her planning of meaningful activities. The childminder takes time to talk to parents each day, and, with consent, passes information to and from other settings that children attend. In addition, she records, using words and photos, the activities children have done and their achievements in individual diaries. Parents read and make comments about these on a monthly basis. Through discussion, the childminder is able to give parents ideas to support children's further learning at home, in order to

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

The childminder creates a stimulating and secure environment, in which children grow and learn. The childminder fosters an environment in which children behave very well, by maintaining consistent routines and boundaries and gently reminding children to share and to be kind to each other. The childminder explains to children why particular rules are in place so that they understand their meaning. For example, the childminder asks children not to tip a plastic table. She explains that they might hurt themselves or another child. Through this, children respect the childminder's requests and acknowledge the potential consequences of their behaviour. Children respond well to praise and encouragement and feel emotionally secure, as they share a strong, trusting relationship with the childminder. Consequently, children are confident to actively learn and move quickly to the next stage in their development.

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

Parents provide information about their children's care needs, so that the childminder can provide consistent routines, such as nap times, weaning progress and toilet training. Daily chats ensure all parents are aware of how these key routines are managed throughout the day. As children grow and begin to start nursery or school, the childminder introduces stories and activities to help them prepare for the change. Children often accompany the childminder to drop off, or collect, other children and siblings at these settings, so they become familiar with the environment before they begin to attend themselves. The childminder shares information with parents and other providers, so that any concerns about a child's development or progress can be discussed. Therefore, the moving process is made as smooth as possible for all concerned because children are emotionally well equipped.

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

Children are encouraged to make healthy lifestyle choices, including taking regular exercise and playing in fresh air. The childminder provides a balanced diet. She sits with children as they eat, talks to them about why they need a healthy diet and encourages them to try new foods. The childminder teaches children to independently carry out self- care tasks, such as hand washing and toileting. Using age-appropriate language, she explains about germs, which helps to reinforce good hygiene practices. Children regularly walk to the local park and enjoy playing in the garden where they ride on wheeled toys and balance on chopped wood, to promote their physical development. Through play and exploration, children are able to take developmentally appropriate risks while the childminder teaches them how to stay safe. For example, babies learn how to safely crawl in and out of the garden while negotiating a low step at the door.

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provision

The childminder acts as a positive role model for children. She teaches children how to stay safe, such as holding hands, or the pushchair, when they walk along the road. The childminder has a very good understanding of the statutory requirements of the Early Years Foundation Stage. She has well thought out procedures to help children keep safe and is clear about reporting information about children's welfare, in order to promote safeguarding. All adults living in the house are checked to ensure their suitability to be in contact with children. The childminder carries out daily checks of her house and garden before children arrive, to ensure hazards are minimised and remains vigilant for any circumstances that may cause potential harm. The childminder keeps play materials and equipment clean and in good condition. Consequently, the childminder effectively keeps children safe as they play and learn.

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provision

The childminder accurately maintains information about children's development to help shape activities. Through her effective tracking methods, the childminder is able to identify any emerging gaps in children's progress, so that strategies can be put into place to maintain good progress in all areas of learning. The childminder reflects on her own practice through effective self-evaluation. She encourages parents to write comments about the care and education she delivers in their children's diaries on a regular basis and asks older children for ideas and feedback on past and new activities. The childminder shares examples of good practice with other childminders and is receptive to support offered by the local authority. She accesses relevant training courses and workshops that enhance her already good knowledge and understanding about how children learn and develop. In turn, this helps the childminder to effectively teach children, so that they

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provision

The childminder develops strong relationships with parents. This helps maintain an open two-way flow of information about children's progress and welfare. The childminder also establishes a good relationship with other providers that children attend. With the consent of parents, the childminder shares information about progress and passes messages between home and the setting. Through this, children continue to make good progress wherever they are. The childminder is aware of other local support agencies and provision and, therefore, is confident to link into other services to seek advice about children's progress, should the need arise. Consequently, any gaps in children's development are quickly identified and addressed, reducing the possibility of any significant delay in their 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 105049 Local authority Luton Inspection number 874702 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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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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