Childminder in Luton

Inspection date

Previous inspection date 23/10/2014 23/01/2009

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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 skillfully uses children's interests in her teaching methods to extend learning through well-chosen activities.  The childminder keeps children safe through her good understanding and knowledge of safeguarding and effective child protection procedures.  The childminder works closely with parents to help settle children in her care quickly. Through this process, children's learning and care needs are effectively met.  The childminder actively seeks to enhance her already good practice by attending focused training courses and workshops.

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It is not yet outstanding because

 The childminder does not always give sufficient opportunities for children to be independent and practise emerging skills, such as cutting with scissors, as they play. Consequently, learning is not always extended to the full.

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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 house and talked to the childminder and children during the inspection.  The inspector viewed the areas of the house and garden used for childminding.

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Inspection activities

 The inspector checked evidence of suitability of household members and a range of other documentation, including safeguarding and complaints procedures.

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Inspection activities

 The inspector took into account the views of parents as recorded in written questionnaires and reference letters.

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Information about the setting

The childminder was registered in 1994 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in Luton. The ground floor of the house and the enclosed garden are used for childminding. The childminder takes children to and collects them from local schools and pre-schools, and attends a variety of toddler groups. There are currently nine children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates from 7am until 6.30pm all year round, except family holidays and public holidays.

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

 allow more time and opportunities for children to practise and develop skills, such as cutting, during their play and activities.

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who attend

The childminder provides a warm and welcoming environment in which children play and learn. The majority of resources, covering all areas of learning, are stored at a low level for children to freely select and use. Some items are stored higher up, but children confidently ask the childminder for specific items, which she happily gives to them. The childminder has a good understanding of how children learn, and skilfully bases spontaneous activities around children's current interests. For example, children bring a selection of toy ponies from their own home. The childminder creates an activity by encouraging children to draw around the outside of the ponies, and supports them as they draw the smaller details before they colour with pens and crayons. The childminder introduces new words into their vocabulary and keeps children engaged as they discuss the characteristics they have observed, further developing their language and listening

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who attend

skills. The childminder accurately records children's progress she observes on a daily basis. She uses this information to identify the steps children need to achieve to move their learning and development to the next stage. Through this, the childminder successfully incorporates the information into new activities for all children to make good progress. There are, however, some occasions when the childminder is a little too enthusiastic in supporting children in their play and exploration. During these times, the childminder does not give children sufficient time to independently practise emerging skills, such as cutting with scissors. Consequently, children's progress is not constantly maximised.

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who attend

While children play, the childminder effectively uses a range of teaching skills that encourage them to problem solve and to consider others. For example, while children play with dough, the childminder splits the material into four pieces. She asks one child how she can equally share the resource with another child. Children work with the childminder to move the lumps of dough around so that they have an equal amount. She encourages children to take their time and observe differences in quantity, and uses open questions to guide the children to a suitable solution. Through this, children learn simple mathematical concepts as they work together to find the solution. The childminder regularly takes children to toddler groups, messy play sessions and music groups. During these activities, children learn to listen and to follow instructions, take turns and share resources. As children grow, the childminder introduces counting and matching games and supports

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who attend

them to recognise the letters in their names. Through all of these activities, the childminder prepares children for their next stage in their learning at nursery or school.

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who attend

The childminder effectively establishes good relationships with both children and their parents. Before children start to attend on a regular basis, the childminder encourages parents to leave them for short periods to help them become familiar with the environment and routines. The childminder gathers information about children's daily routines, interests and developmental stage. This helps the childminder provide appropriate activities to support children in their learning and development. The childminder takes time to speak to parents about children's progress. Daily diaries ensure the childminder effectively passes information between herself, parents and other providers. Parents regularly take children's individual learning journals home so they can read about the progress children have made. Through discussion, the childminder gives parents ideas to support children's further learning at home, in order to maximise

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

The childminder creates a secure environment in which children grow and learn. She fosters a trusting environment by maintaining consistent boundaries and gently reminding children to share and to be kind to each other. The childminder introduces star charts to promote specific skills or to encourage children to spontaneously carry out a task. Children enjoy looking at the charts and counting the stars they have collected.

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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, toilet training and dietary requirements. The childminder appropriately supports younger children to use the toilet until they can independently manage themselves. Daily communication ensures parents are aware of how key routines have been managed throughout the day. Changes in family circumstances are sensitively managed by the childminder, working in close partnership with parents and carers. As children grow, and begin to start nursery or school, the childminder introduces stories and activities to help prepare them for the change. The childminder regularly walks children to other settings to drop off or collect siblings and peers. Therefore, they are familiar with the environment before they attend themselves. The childminder quickly establishes a good relationship with the children's key person

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

within the setting to maintain clear communication channels. As a result, the moving process is made as smooth as possible for all concerned because children are emotionally prepared. Children are encouraged to make healthy lifestyle choices, including taking regular exercise and playing in fresh air. The childminder provides children with a balanced and nutritious diet. She sits with children as they eat and they discuss what is healthy and why we need a balanced diet. This is reinforced when the childminder plays a card game that promotes healthy eating and exercise with the children. She teaches children how to independently carry out self-care tasks, such as blowing their noses and dressing in outdoor clothes. She supervises and helps children to carry out these tasks appropriately for their age and developmental stage. The childminder teaches them how to effectively wash their hands, using age-appropriate language to explain about germs, which helps

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

reinforce good hygiene practices. Children enjoy spending time in the fresh air. They play in the garden and enjoy regular trips to the park, where the childminder encourages them to climb and swing 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, she teaches children to walk along paths next to main roads. In quieter areas, children can run ahead for very short distances, but they know to stop as soon as the childminder calls to them to do so.

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provision

The childminder is a positive role model who guides children to promote their awareness of how to stay safe. She has a very good understanding of the requirements of the Early Years Foundation Stage. She has well-thought-out procedures to help keep children safe from harm and teaches them who they can talk to if they are worried or concerned. The childminder is clear about reporting information about concerns she has about children's welfare, in order to promote safeguarding. All adults living at 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. She teaches children to help to tidy away toys and activities after use to reduce the possibility of tripping. The childminder regularly reviews and updates risk assessments for outings and remains vigilant for any circumstances that may cause potential harm.

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provision

Therefore, she effectively keeps children safe as they play and learn.

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provision

The childminder accurately maintains information about children's development throughout their time in her care. Through her effective tracking methods, the childminder is able to identify any emerging gaps in children's progress so that plans are quickly put in place to minimise delay. Through regular self-evaluation, the childminder reflects on her own practice. She actively seeks to broaden her already good knowledge and understanding of how children learn through attending workshops and short courses that focus on specific areas, and implements new methods in her care and teaching practice. For example, she has adapted some activities to more effectively meet the needs of two- year-old children. The childminder regularly asks parents to complete questionnaires that feed back their satisfaction on the care and education she provides for children. She has a clear complaints procedure that parents can also use to raise any concerns they might

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provision

have. The childminder values parental feedback, which helps to shape her service to meet individual children's needs. Consequently, children are well cared for and make good progress through the effective teaching the childminder provides.

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provision

The childminder builds strong relationships with other providers and external professionals and agencies children are involved with. The childminder seeks permission from parents to pass information to and from other settings. She has established a solid working network with other childminders in the area. Together they support each other and share ideas, resources and examples of best practice. The childminder is also aware of other professionals and organisations from which she can gain advice and support if the need arises. Therefore, gaps in development can be quickly addressed so that all children continue to make good progress in all areas of 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 104874 Local authority Luton Inspection number 874693 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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