Childminder in Central Bedfordshire

Inspection date

Previous inspection date 21/11/2014 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder observes children. She then uses these observations to plan activities to increase their learning and development. This supports their good progress in all areas of the curriculum.  The childminder shares her assessments of children's learning readily with parents. This ensures that they are well informed with the information they need to support children's good progress at home.  The childminder develops children's sense of independence in preparation for starting school, through dressing, hand washing and using the toilet by themselves.  The childminder has a sound understanding of the requirement to keep children safe in her care. She recognises the signs and symptoms that might cause her concern about children's well-being, and knows who to report these to.

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It is not yet good because

 The childminder does not fully comply with the legal requirements of the Early Years Foundation Stage as she has not notified Ofsted of a change to her name.  The childminder does not encourage children to independently build upon the good teaching she provides, so that they have time to consolidate what they have learnt.  The childminder is not fully proactive in establishing highly effective relationships with other providers that children attend to share information about their 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 compulsory part 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 dining room and conservatory areas.  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 the suitability of household members, and a range of other documentation, including the safeguarding procedures.

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Information about the setting

The childminder registered in 2011 and is on the Early Years Register and the compulsory part of the Childcare Register. She works with another childminder and provides care from her co-minder's house. The co-minder's husband and two children live at the property in Leighton Buzzard. The whole of the ground floor and one bedroom of the co-minder's house are used for childminding. There is an enclosed garden for outside play. The family has two dogs. She attends a childminder group. The childminder visits the local shops, farm and park on a regular basis. She collects children from the local schools and pre- schools. There are currently six children on roll, two of whom are in the early years age group, and the childminder takes responsibility for one of these children. Children 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,

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Information about the setting

except for family holidays. The childminder has a recognised qualification at level 2. She 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:

 enhance the information sharing procedures with other settings that children attend, by taking a more proactive approach to providing information when children first start with other providers

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

 enhance the programme of teaching to provide even more opportunities for children to develop the characteristics of effective learning through independent exploration and discovery.

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who attend

The quality of the childminder's teaching is good. She plans activities to meet children's individual needs and interests, and helps them to build upon what they already know. For example, when looking at a toy gun, the childminder talks with children about this interest and who might use a gun within their work. This sparks a conversation where children share their good knowledge, and the childminder deals with the situation sensitively, so as not to diminish their enthusiasm. The childminder models language well. She extends children's vocabulary by introducing them to new words, such as 'spatula', when looking at utensils. Children are articulate and very keen to engage with adults and other children to share their ideas. They talk with confidence about past and future events, and discuss their sense of identity by saying how old they are and what they will do when they get older. The childminder uses rhymes and songs to promote children's understanding of

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who attend

words. They listen for words which sound the same as they begin to develop their literacy skills in readiness for the next stage in their learning.

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who attend

The childminder develops children's small muscles in their hands through play with different sensory materials. The children play with jelly, which they spoon into pots of different shapes and size. The childminder encourages the childminder to fill up the pots and compare quantities and shapes. By using mathematical language, and counting within activities that engage children's interest, they quickly pick up new ideas and concepts. Children play in parks and at a local farm, where they attend regularly. Here, they learn to climb ladders, crawl through tunnels and use a slide. This effectively helps children to develop their larger muscles and confidence in moving in different ways. Children show interest and perseverance in the activities. In turn, this develops their positive attitudes towards learning and, consequently, their readiness for starting pre-school and school. The childminder provides a wide range of activities, which she leads. Although children

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who attend

have the opportunity to choose what to play with at other times, sometimes they look towards adults for guidance. Therefore, they do not always fully demonstrate the characteristics of effective learning by independently taking their learning forward.

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who attend

The childminder carries out observations and assessments of children learning. She records this on a computer programme, and shares the information with parents frequently. The childminder gathers information from parents when children first begin in her care, and uses this to determine children's starting points. Children make good progress in all aspects of their development because activities are well-planned to meet their needs and support their next steps in learning. The childminder's effective sharing of information enables parents to build upon children's learning at home. She also provides children's learning records for parents to share with other settings where children attend. However, this information is only directly shared with other settings upon request. This is because the childminder is not proactive in establishing highly effective methods for exchanging information with other settings to provide children with consistency in their

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

The childminder provides children with a warm and welcoming environment. They settle quickly because of the suitable care and attention she gives them. This helps children to generally feel secure and content. However, a breach in a legal requirement has had an impact upon the childminder's contribution to the well-being of children. The childminder gathers sufficient information from parents to help her to follow home routines, which are familiar for children. She works with parents to help children to prepare for the move on to pre-school and school. Generally, this helps children to adjust to the change in their daily routine. By taking children to local toddler groups, the childminder helps them to become confident when in a group environment. This helps to promote their social skills, as they learn to get along with others.

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

By encouraging children to dress and undress themselves and prepare activities, they start to learn to be independent. The childminder teaches children about ways to reduce the spread of infection. She tells them to 'catch' their cough by putting their hands over their mouth, which helps stop the germs from spreading. The childminder wipes children's noses when they need, and encourages and models good hygiene by washing hands before eating and after activities. By making lunch and choosing the filling of their sandwiches, children develop a suitable understanding about food choices. Together, these activities support children's learning about healthy lifestyles. Furthermore, children enjoy regular fresh air and exercise, which further promotes their understanding about being healthy.

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

The childminder teaches children to take small risks within their play. When they are extra cautious in what they do, the childminder generally supports them to overcome this and be adventurous and confident in their capabilities. The childminder is respectful of children. This helps them to feel important and, as a result, they are polite and behave very well. The childminder suitably promotes children's safety. For example, she tidies away activities to prevent trips and falls. Children can select what they want to play with as the childminder labels boxes and drawers with words and pictures. This helps children to care for the things they play with by putting them away when they finish playing.

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provision

Generally, the childminder promotes children's safety and welfare. However, she has failed to notify Ofsted of her change of name due to marriage. Although this is a breach of legal requirements of both the Early Years Register and the Childcare Register, there is no significant impact upon children's safety and well-being. The childminder follows policies and procedures, which she develops and reviews in consultation with her co-minder. They test these to confirm their suitability, and the childminder refreshes her knowledge through training. This enables the childminder to feel confident in recognising the signs and symptoms that might cause her concern about children's welfare. By referring to her procedures and list of contact numbers, the childminder is able to suitably demonstrate how, and to whom, she would pass such concerns on. By operating safe procedures for sharing electronic information, the childminder is able to share photographs with parents

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provision

without compromising children's safety. The childminder risk assesses the areas where children play and learn, and takes suitable action if required. She has a secure understanding of how to deal with first-aid incidents, through undertaking training to know how to deal with any accidents children may have.

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provision

The childminder and her co-minder work closely together. They share their knowledge and review each others' work to discuss quality and areas for improvement. By completing self-evaluation, the childminder is able to identify some strengths and weaker areas. Parents and children share their views to make sure that plans for improvement reflect the needs of those who use the provision. By working with the local authority development worker, the childminder is able to assess her needs for professional development and plan future training. This enables her to adequately maintain her knowledge and provide suitable care for children. The childminder evaluates activities and discusses ways to improve or enhance them with her co-minder.

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provision

Mostly, the childminder works well with other professionals. She does not currently provide care for children with special educational needs and/or disabilities, but is aware of how to work with others to support individual children should the need arise. Parents compliment the childminder, expressing their satisfaction with the care she provides. The childminder shares information with them freely, such as the progress check for children between the age of two and three years. By reviewing the activities she provides, and including parents in children's learning, the childminder is able to assure the good progress they make in her care.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 inform Ofsted of any change to names, address or telephone number (compulsory part of the Childcare Register).

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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 EY439428 Local authority Central Bedfordshire Inspection number 956037 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection not applicable

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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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