Grant Wendy

Inspection date

Previous inspection date 19/11/2014 04/03/2009

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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's good teaching methods support her in assessing children and understanding their needs and how they learn. She interacts well with the children and extends their knowledge through their daily play and structured activities.  The childminder maintains friendly, yet professional, partnerships with parents. She gathers clear initial information about children. This enables her to understand each child. As a result, she offers them pertinent support so that they are happy and secure.  The childminder makes good use of children's interests in order to extend their learning. She offers them activities that capture their attention and interest them, thereby building their positive attitudes to play and learning.  The childminder attends additional training and maintains a good understanding of child protection issues and safeguarding procedures. Consequently, she promotes children's welfare and safety well.

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It is not yet outstanding because

 The childminder does not always make maximum use of information from parents about their child's progress at home, in order to enrich the activity planning.  The childminder does not consistently make use of opportunities to promote children's wider understanding of the relevance of all healthy lifestyle practices.

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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 checked areas of the home used for childminding.

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Inspection activities

 The inspector talked with the childminder and the children present and reviewed activities 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, 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 written feedback to the childminder.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in a house in Clophill. Two rooms on the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The family has a guinea pig and four chickens. The childminder attends specialist children's groups and visits the shops and park on a regular basis. She takes children to and collects them 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 Thursday, 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 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:

 extend the opportunities for children to increase their understanding of healthy practices, with particular regard to the relevance of good hygiene.

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who attend

The childminder is confident and uses purposeful teaching methods. She supports each child well so that they make good progress in their learning and development. She effectively assesses the initial information that she gathers about the children in order to understand their starting points. The childminder's clear ongoing assessments of children ensure that she continues to understand their progress and interests. She has reviewed her planning procedures and now uses assessment information more effectively in order to develop children's next steps in learning. She carefully feeds these into the daily activity planning so that she offers children activities that interest them and promote their development across all areas of learning. The childminder uses effective procedures to carry out the progress check for children aged between two and three years. This check aids her in planning relevant activities and in highlighting any areas where children may

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who attend

need additional support. The childminder generally communicates well with parents, enabling them to share daily news about their children. She also supports parents well in extending their children's learning. She provides detailed information about the activities the children have enjoyed, enabling parents to continue these at home. However, her assessments do not always make full use of updates from parents. This means that the childminder does not include this extended range of information in her planning in order to promote children's development to the maximum.

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who attend

The childminder supports children well so that they develop the skills and positive attitudes that aid effective learning. This means that they are well prepared for school. Her thoughtful planning and good interaction mean that the childminder offers children activities that engage them and promote their learning. For example, after noting children's interest in a television character, the childminder offers them associated activities. She encourages their enjoyment of books as they read a book about the character. The children become engrossed as they choose stickers and place these in the book. The childminder then encourages them to describe the stickers and they talk about the different emotions they can see illustrated. As the children discuss the illustrations, the childminder extends their vocabulary as she introduces new words, such as 'jetty'. She makes good use of open-ended questions as she asks children about the book,

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who attend

encouraging them to think further and to apply their knowledge to new situations. For example, they talk about where they make sandcastles and where they have seen lions.

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who attend

The childminder's well-planned activities mean that children have opportunities to explore and to understand their environment. For example, while walking in the woods they look at the bluebells, listen to the different birds and look for holes made by different animals. Children participate in a wide variety of activities that promote their physical development. They enjoy many local walks and develop skills in balance and coordination as they use large play equipment at a nearby park. Children have meaningful opportunities to develop their awareness of diversity. For example, they talk about the different countries that common foods come from. They look at these countries in an atlas and go on to discuss their varying climates.

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

The childminder uses information gained from parents to ensure that she fully understands children's needs, routines and preferences. She uses this information to inform the support and care she offers to each child and to help plan her daily work. In this way, she follows children's established home routines, helping them to feel secure and settled. New children are further supported in settling as the childminder makes sure that their favourite toys are readily available and she offers them food that she knows they like. The childminder interacts well with the children and shows them that she is genuinely interested in them and enjoys their company. Children respond positively to this and quickly form secure, trusting relationships with her. They readily include the childminder in their play and discussions. For example, children playing with the role-play kitchen chatter to the childminder as they play, taking her pretend food and drinks that they have

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

The childminder's good understanding of each child means that she is aware of their efforts and achievements and praises them for these. For example, children enjoy the praise and encouragement they receive when they complete a puzzle and are so pleased that they repeat this activity. Children respond positively to this ongoing, sensitive praise. They show a pride in themselves and their achievements and so develop a belief in their own ability to learn and achieve. Consequently, they are well prepared and have positive dispositions when they move on to nursery or school. The childminder supports children well in learning how to manage their behaviour. She offers them clear explanations and encourages them to share. Young children readily explain how they organise turn taking so that this is fair to each of them.

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

The childminder promotes children's independence as she helps them to understand and meet their own needs. For example, she reminds them that they need to drink water throughout the day, encouraging them to help themselves to this. Ongoing discussions and specific activities support children in gaining a generally clear understanding of the importance of healthy lifestyle practices. For example, they use a stethoscope to note how their heart rates increase after exercise. Additionally, they talk about eating a balanced range of foods and participate in cooking activities that help develop their knowledge of healthy eating. However, the childminder does not always promote their greater awareness of this area to the maximum. For example, children wash their hands before eating but the childminder does not use this as an opportunity to discuss why they need to have clean hands before touching food. The childminder talks with children about safety

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

issues and supports them in developing a good awareness of how to keep themselves safe. For example, during cooking activities the childminder talks with children about using the cutlery safely and being careful of the hot oven. These messages are reinforced when children use the role-play kitchen and utensils. They handle these carefully and remind each other to be careful.

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provision

The childminder implements thorough safeguarding arrangements that support her in consistently promoting children's welfare. She regularly attends safeguarding training in order to keep her knowledge up to date. She has a written procedure to support this area and, since the last inspection, she has ensured that she has contact details for the relevant child protection agencies. Therefore, she has a good understanding of the process to follow should she have any concerns about children. Additionally, the childminder implements practical procedures which further promote children's welfare. For example, she makes sure that any photographs of children, used as part of her assessment process, are deleted immediately in order to prevent the misuse of these images. The childminder has improved her risk assessments to ensure that these cover all areas and are reviewed regularly. Consequently, children play safely both inside and

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provision

The childminder maintains a positive attitude to her work. She attends further training that supports her in keeping her knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage up to date. She references her policies and procedures to these requirements and reviews them regularly to ensure that she consistently promotes children's health, safety and welfare. The childminder's commitment to developing her practice further has a positive impact on children. For example, she has studied relevant journals about children's development. She now has a greater understanding of children's behaviour and of appropriate ways to support them in managing this. The childminder regularly reviews children's assessment records in order to monitor their progress in each area of learning. This aids her in highlighting any areas where they may require additional support. The childminder's honest evaluation of her

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provision

daily work means that she is aware of her strengths and weaknesses. She includes the views of parents and children in this evaluation and uses the information to inform improvements. For example, the purchase of a season ticket means that she now makes greater use of a nearby historical house and gardens. This means that children enjoy additional activities, such as the use of a play area, where they develop their physical skills.

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provision

The childminder works well in partnership with other settings attended by the children. She exchanges assessment and planning information with the local nursery, enabling them to work together to promote children's development. The childminder does not currently care for any children with special educational needs and/or disabilities. However, she has experience in this area and has worked with other professionals, such as physiotherapists and speech and language therapists. Therefore, she has a good understanding of the help available to children and their families. The childminder builds and maintains good partnerships with parents. She keeps them well informed through the use of communication diaries and daily discussions. Parents report that they feel able to go to work because they are confident in the childminder's ability to provide good quality care for their children.

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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 EY303962 Local authority Central Bedfordshire Inspection number 861828 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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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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