Childminder in Central Bedfordshire

Inspection date

Previous inspection date 17/11/2014 24/04/2009

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early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder's observations and assessments of children's development are extremely precise and well informed. This enables her to plan for learning and exchange information with parents to ensure children's rapid progress.  The quality of the childminder's teaching is excellent. She engages, entices and excites children to stimulate their development of the characteristics of effective learning. Consequently, children are exceptionally well prepared for school.  Children display high levels of self-esteem and confidence because of the excellent, nurturing care the childminder provides.  Children behaviour and manners are impeccable. This is because the childminder takes time to teach them about the feelings of others and shows them respect and consideration at all times.  The childminder's extensive knowledge and understanding of safeguarding issues enables her to keep children safe and secure her care.

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This provision is outstanding

 The childminder undertakes rigorous self-evaluation, which enables her to critically review every aspect of her provision. Consequently, she provides exceptionally high quality care for children.

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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 living room and dining room.  The inspector had discussions with the childminder and children.  The inspector discussed a planned activity with the childminder.

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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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Information about the setting

The childminder was registered in 1995 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult daughter, in a house in Luton. She uses the whole of the ground floor and the rear garden for childminding. The family has a pet hamster. She attends a toddler group and visits the local shops and park on a regular basis. She takes children to and collects them from local schools and pre-schools. The childminder cares for a number of children with special educational needs and/or disabilities. There are currently nine children on roll, five are in the early years age group who attend for a variety of sessions and four are school-age children who attend before and after school. The childminder is open all year round, from 8am to 6pm, Monday to Friday, except for family holidays. The childminder 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:

 continue to stimulate children's senses and excellent interest in exploration and discovery by frequently introducing natural and household items for their play.

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who attend

The childminder demonstrates an excellent awareness of how children learn. Her exceptionally high quality teaching ensures that children experience activities which entice, excite and stimulate their interest. When exploring a mathematical activity of counting and sorting rubber ducks, the childminder fully embeds children's learning. She asks them what colour the ducks are and asks them whether they think they are right when they find the wrong colour. Children look closely at the duck and the line of coloured ducks and decide themselves they have chosen the wrong colour. Consequently, they problem solve and become adept at thinking critically. These skills are essential to children's ability to become confident and independent learners. Therefore, the childminder prepares children exceptionally well for their future learning and eventual entry to school. The childminder finds multiple ways for children to develop the small muscles in their hands. She

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who attend

appreciates that children need to strengthen the muscles in their fingers in order to be able to write. The range of activities she provides is extensive, creative and purposeful, meaning that children maintain their interest and concentration. Children develop the larger muscles in their bodies through sliding and using the climbing frame in the garden. They enjoy the freedom of moving between rooms as they follow what interest them, such as posting toy cars into the farmhouse.

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who attend

The childminder supports children's communication and language extremely well. The children become chatty and responsive. They ask and answer, questions and the childminder reassures them by telling them what she is doing. She is patient and listens to what children have to say. The childminder introduces them to new words by singing nursery rhymes and reading to them. Children develop a love of books and reading because the childminder brings stories alive for them. They retell parts of books they enjoy and recall real life events. For example, they remember seeing a fox in a book and a real life one in a field. The childminder talks animatedly about this, which further stimulates children's discussion and enthusiasm. Therefore, children are articulate and expressive because of the incredibly positive interactions they enjoy with the childminder. The childminder promotes children's learning through high quality activities and teaching.

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who attend

There is scope to build upon children's fascination and intrigue in all they encounter by introducing more opportunities for them to explore natural and household items within their play.

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who attend

High quality observations and assessments enable the childminder to plan precisely for children's next steps in learning. Her depth of knowledge about children and the extensive information she gathers from parents', means that she can pinpoint children's development and build rapidly upon their prior learning. Therefore, children make exceptionally good progress from their starting points. The childminder shows high aspiration to help children to be successful and achieve. She discusses all aspects of children's learning and development with parents. Their relationships are highly productive and hugely beneficial for children. For example, the childminder and parents discuss any support children receive, such as speech and language therapy. Together, they discuss ways that will help children to achieve targets. Parents trust the childminder's expert knowledge and therefore, children experience consistency in their learning at home and in

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

Children know that the childminder genuinely cares about them because she tells and shows them frequently. Children develop extremely close bonds of attachment to the childminder. Families view the childminder as one of their family. They invite her to family events and children's special occasions and value the high quality care she provides for children. As relationships are so effective, children settle quickly and demonstrate high self-esteem and readiness for learning. The stability and emotional resilience children display prepares them extremely well for starting school. The childminder has a long and well-established relationship with local schools, which facilitates a two-way flow of information to support children as they move between her care and school. Through attending toddler groups and meeting with other childminded children, they become confident in social situations. The childminder appreciates what skills children need to be

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

independent and capable when they start school. She ensures that they master dressing, toileting and hand washing to meet their own personal needs very well.

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

Children's behaviour is impeccable. This is because the childminder teaches them to show empathy for others. Children learn about being gentle with the pet hamster and whisper when he is asleep so as not to wake him. As the childminder is so respectful and considerate towards children, they learn to be respectful and polite. They are eager to please the childminder and enjoy helping her with tasks, such as tidying away toys. This helps them to learn about caring for the environment where they play and taking responsibility for toys. The exceptionally high expectations the childminder has for children means that they are capable of taking small and manageable risks, such as playing on the climbing frame. They enjoy fresh air and exercise as part of their daily routine. Children eat healthy snacks and have a positive attitude towards trying new foods. They sit down to drink and eat and tell the childminder when they are thirsty and what they would like.

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

This enables them to learn about their own needs. Their own differing towels help them to learn about what items belong to them and helps reduce the risk of the spread of infection. Consequently, the childminder promotes children's good health extremely well.

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

The childminder encourages children to sleep when they are tired and follow routines which suit their needs. This means they are content and thrive in the childminder's nurturing care. The childminder promotes children's safety well through thorough implementing risk assessments. She puts into place measures, such as ensuring that they are safely strapped into high chairs to prevent them from falling. She supervises them closely while allowing them to explore all that is on offer. The wide array of toys and equipment are all within easy reach for children. They choose what to play and return to the childminder momentarily for comfort before going off to explore and learn further.

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provision

The childminder has a highly comprehensive understanding of safeguarding and child protection issues. She implements robust policies and procedures, sharing these fully with parents. The childminder is fully aware of her responsibilities and can reliably identify the signs and symptoms which might cause her concern about children's welfare. She refers to relevant guidance and literature and reviews her policies and procedures yearly. This enables her to maintain the highest of standards. The childminder is vigilant in maintaining a safe environment. She confirms the identity of visitors to her home and ensures mobile phones are locked away from where children play. This helps to reduce any possible risk to children from technology and ensures that they can play and learn in an environment which is safe.

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provision

The childminder's high ambition and uncompromising pursuit to maintain the highest standards of care for children is inspirational. She uses meticulous self-evaluation to review every aspect of her care. The childminder tests this through sending regular questionnaires to parents to gain their views and seeking support from the local authority development worker. She critically reviews the programme of learning for children, evaluating activities and making plans for enhancing current provision through training. She has successfully tackled recommendations from the previous inspection and remains driven by a desire to further increase the quality of the exceptional care she provides. This pursuit of excellence has a measurable impact upon children who positively thrive in her care.

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provision

The childminder undertakes the progress check for children between the age of two and three. This forms just part of the comprehensive programme of assessments she shares with parents. Parents and children alike adore the childminder and express their gratitude and appreciation of her fantastic work. The highly successful partnerships the childminder builds with children's families and other settings help children to move confidently between their different environments. This supports children's exceptional progress in all aspects of their learning and their general happiness and high sense of security.

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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 104863 Local authority Luton Inspection number 854130 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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