Bakulu, Mamie Mbambi

Inspection date

Previous inspection date 21/11/2014 14/06/2012

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early years provision

This inspection: 2 Previous inspection: 3 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

 Children are happy, settled and secure. The relationship between the childminder and the children is good. This enhances their emotional well-being.  The childminder safeguards children because she has a good awareness of how to deal with child protection concerns. Furthermore, she makes good use of risk assessments to ensure she removes hazards so that children play safely.  The childminder effectively promotes children's health. She involves children in a good range of physical and outdoor activities and she promotes good hygiene routines. These activities support children in leading a healthy lifestyle.  Children's communication and language skills are promoted well because the childminder uses open-ended questions, which promote their speaking skills.

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It is not yet outstanding because

 The childminder does not always encourage parents to pass on information about their children's learning at home to improve the effectiveness of partnerships, and continuity in children's development.

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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 spoke with the childminder and children at appropriate times throughout the inspection.  The inspector took account of the views of parents, provided in written form.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector viewed a range of documentation, including evidence of the suitability of all household members, and the policies and procedures of the setting.  The inspector observed activities indoors.

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Information about the setting

The childminder was registered in 2011 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 Bestwood, Nottingham. Access to the front of the property is down a flight of steps, with two steps up to the front door. The whole of the ground floor is available for childminding and there is an enclosed garden available for outside play. The family has fish as pets. The childminder visits the library and park on a regular basis and is able to take and collect children from local schools and pre-schools. She currently cares for two children in the early years age range on a part-time basis. The childminder holds a relevant qualification at level 2. She operates all year round from 8am to 10.30pm, Monday to Friday, except for bank holidays and 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:

 review and strengthen systems to engage all parents in their children's learning and progress so they have opportunities to share what they know their child can do at home and children benefit from continuity in their learning.

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who attend

The childminder has a good understanding of children's learning and development. This means that all children are supported in making strong progress in their learning. She obtains information about children's starting points from parents when they enter her care. This ensures that she correctly assesses the skills children have already acquired, therefore, she can continue to build on their learning. She plans educational programmes that incorporate the seven areas of learning, taking into account children's interests and individual learning needs. For example, she plans musical activities that support children's developing communication and language skills. They explore sounds and develop physical skills as they dance and sing to their favourite action songs. The childminder completes regular observations of children as they play and uses this information well to plan future play and learning experiences. This enables the childminder to provide tailored support to

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who attend

help children move on to their next steps in learning. As a result, assessments show that children make good progress in relation to their starting points.

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who attend

Children's communication skills are promoted well due to the childminder's positive interactions. She talks with children and asks open questions about the creative activity they are engaged in. Children listen and respond when they are asked what colour pencil they are using. They know their colours and the childminder then uses this opportunity to count how many cards they are making. The childminder encourages children to share books. Children develop their understanding of written language by choosing from a variety of books and sharing stories. The childminder also helps them to choose books from the local library. This extends their access to literature and their understanding of how to use resources in their local community. The childminder asks questions about the pictures as she sits reading to the children. She points to the words and pictures as she reads, supporting children's pre-reading skills and preparing them for their next steps in

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who attend

The childminder ensures that parents are kept up-to-date with daily progress and activities through verbal feedback and a daily diary system. However, although the childminder gathers very good information from parents when children first start, she does not always encourage parents to continue to share information about their child's learning at home. The childminder has secure partnerships with other professionals. She has established partnerships with the local schools which means that information about children's learning is shared. Therefore, children enjoy continuity in their learning when they move onto school. The childminder is fully aware of the requirement to complete the progress check for children aged between two and three years, and to provide parents with a written summary of their progress against the prime areas of learning. Parents are complimentary about the childminder and the service she offers.

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

Children are happy and content in the setting. They form warm and secure relationships with the childminder and readily go to her for reassurance. Partnerships between parents and the childminder become established during the initial introduction to her home. Time is spent gaining detailed information from parents about their child's needs, which the childminder carefully considers when planning for each child, the daily routine and activities provided. This has a positive effect on children as the transition from home to the setting is as relaxed as possible. The childminder provides well-planned daily routines and age-appropriate activities. Children's behaviour shows they feel safe in the childminder's home. The childminder is a calm, positive role model and provides consistent routines. She helps children to learn positive behaviour, according to their age and understanding. For example, she uses explanations and a calm tone of voice. The

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

childminder acknowledges children's achievements with lots of praise and encouragement, which helps to build their self-esteem. As a result, children develop their personal, social and emotional skills.

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

The children have opportunities to be healthy as they can access outdoors and fresh air regularly. The childminder provides them with healthy snacks, such as different types of fruit. She introduces a range of options to encourage the children to try new foods. Children are encouraged to feed themselves to enhance their independence whenever possible. The childminder helps children to become aware of good hygiene practices by washing hands before meals and after using the toilet. All children are made fully aware of the procedure to follow in the event of an emergency and fire drills take place regularly. They learn about the importance of road safety, looking and listening for cars on the road before they cross, as they walk around the local community. Children are also reminded about talking to strangers. As a result, children develop an understanding of how to keep themselves safe.

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

Children benefit from opportunities to develop their physical skills and challenge themselves as they access large equipment at the local park. Children are developing independence because the childminder provides opportunities through routines and play for them to do things for themselves. For example, children are encouraged to put their own shoes and coats on. A wide range of resources is freely available to children and they are encouraged to access additional toys to support their play. The childminder knows each child's abilities and children are able to manage their own personal needs according to their age with sensitive support. Children's health and safety is effectively maintained through the childminder's policies and procedures. For example, she has completed a paediatric first-aid course to ensure children can be treated appropriately in the event of an accident or illness. The childminder ensures the environment is kept safe for children to

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

play in. Daily risk assessments are robustly completed, which ensures children's safety and well-being.

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provision

The childminder has a clear understanding of her responsibility in relation to safeguarding issues. She demonstrates a good working knowledge of the possible signs of abuse and neglect, and the need to report any concerns to the Local Safeguarding Children Board. The childminder shares relevant policies and procedures with parents, so that they understand her duty to protect children from harm or neglect. All people who live in the childminder's home have been subject to relevant Disclosure and Barring Service checks. These measures help to ensure the children are kept safe. The environment is safe as the childminder has processes in place to eliminate any hazards, both around the home and on outings. The childminder maintains the security of the premises and she monitors visitors to the setting during operational hours, to further promote the safety of children. Records for medication, accidents and attendance are thorough.

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provision

The childminder has a secure knowledge of the educational programmes and ensures a broad range of experiences are provided, to help children progress towards the early learning goals. She completes regular assessments of children's progress, and uses these effectively to plan age-appropriate and challenging activities. The childminder recognises the individuality of children and the characteristics of effective learning which they show in their play. All required documentation is regularly updated and shared with parents to meet children's needs. Self-evaluation is carried out to monitor the effectiveness of practice and reflect on strengths and weaknesses, which shows capacity for further improvement. The childminder reflects on her practice and drives improvement well, including meeting the recommendations that were raised at the previous inspection. The childminder shows a strong commitment to her professional development by attending

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provision

any relevant training events that will help to meet the emerging needs of the children. This benefits the children, as they are well supported to make good progress.

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provision

Parent partnerships with the childminder are strong. They state that they know their children are safe and well cared for and report that their children have made considerable improvement in their learning since being in the childminder's care. The childminder takes regular account of parents' views and communicates through a variety of means, such as daily diaries, as well as daily face-to-face verbal communications. This ensures that all parties work together for the best outcomes for children. As children move onto pre-school or school, they are supported well by the childminder. She familiarises them with the new setting and liaises with staff to make the transition process as easy as possible.

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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 EY422360 Local authority Nottingham City Inspection number 870161 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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