Childminder in Central Bedfordshire

Inspection date

Previous inspection date 21/11/2014 17/05/2011

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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

 Through talking and rhyming, the childminder teaches children to listen to sounds and words, which promotes their development of strong literacy skills.  The childminder monitors children's progress through ongoing assessments. This means that she is able to plan activities that help them to make good progress in their learning and development.  The childminder promotes children's desired behaviour well because she is a good role model to them.  The childminder works well with parents and effectively shares information with them to help enhance children's learning at home.  The childminder has robust policies and procedures to promote safeguarding of children. She is aware of her responsibilities and how to report any concerns about their welfare.

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It is not yet outstanding because

 The childminder does not always 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 always proactive in establishing highly effective relationships with other providers where 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 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 dining room and conservatory.  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 was registered in 2002 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 a house in Leighton Buzzard. She works with a co-childminder and uses the whole of the ground floor, one first floor bedroom and the rear garden for childminding. The family has two dogs. She attends a childminder group, and the local children's centre. The childminder visits the local shops and farms, and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll altogether, two of whom are in the early years age group. 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 except for family holidays. The

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Information about the setting

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 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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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 gathering information about planning to further enhance children's learning.

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who attend

The childminder's good knowledge of how children learn helps her to plan activities which suit their needs. She complements these with effective teaching, such as singing rhymes and songs to promote children's language development and strong literacy skills. They listen to rhyming words as they recognise patterns and matching sounds. Children become capable and effective communicators who express their needs well. The childminder gets down to children's level to show them she is listening when they talk. Her calm and patient nature helps children to feel confident in talking. Therefore, they make good progress in their communication and language development. Children equally have opportunity to develop their physical skills. They use a range of tools, such as spoons and scoops when they explore jelly and fill up pots with it. Not only do they enjoy this, but they develop the skills in their fingers, which prepares them for starting to hold pencils

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who attend

and writing. Children develop their larger muscles through a wide range of activities, such as playing at the local farm where they climb, jump and swing on apparatus. This helps them to develop the strength in their arms and legs and also gain control over the movements they make.

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who attend

Children enjoy playing as part of a group when they attend toddler groups. This experience enables them to learn important social skills, such as sharing and taking turns. Therefore, they become ready for moving on to pre-school or school. Their confidence and positive attitudes towards learning help prepare them well for starting school and their future learning. The childminder plans activities which intrigue and interest children, for example, as they play a matching game where they talk about people's jobs. However, sometimes the childminder's enthusiasm to support the children's learning does not always leave them time to consolidate what they have learnt.

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who attend

The childminder frequently observes children at play. She uses these observations to assess the children's progress. She plots her accurate assessments against expected developmental milestones for children. This enables her to measure the consistently good progress children make and develop plans for what children need to learn next. The childminder gathers information when children first start in her care and builds upon these successfully. By frequently exchanging information verbally and via the computer system she uses, the childminder keeps parents up to date with children's achievements and areas to develop further. This means that parents know what children need to learn to make best progress and they can readily support their learning at home. Information sharing with other providers where children attend is not always so strong. This is because the childminder is not fully proactive in passing on information to them about children's

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who attend

learning when they first start in their care.

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

The childminder fosters close relationships with children. The ample information she gathers from parents enables her to meet children's needs well. She provides a familiar routine, which matches what children are used to at home. This helps children to feel safe and they settle quickly as a result. The gentle and affectionate support the childminder offers, puts children and their families at ease. As a result, she develops strong relationships, which are beneficial for children. The childminder generally prepares children well for starting school. Therefore, children experience a smooth move between the environments where they play and learn and are confident throughout.

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

Children learn to become independent because the childminder encourages them to take care of their own personal needs. Children wash their hands before they eat and after using the toilet as they learn about reducing the spread of infection and managing their own hygiene. They enjoy eating a range of foods as they sit together and enjoy the sociable occasion of mealtimes. This helps them to develop positive attitudes towards food. Children experience regular exercise as they play outdoors each day. Therefore, children are beginning to learn about healthy lifestyles and ways that they can look after their bodies. Children are courteous and respectful towards each other. They say 'please' and 'thank you' as the childminder promotes their good manners, and is a good role model to them. Children behave well because the childminder provides them with clear and consistent expectations.

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

The childminder understands that children need to take small risks to learn how to be independent and resourceful. With this in mind, she encourages them to be confident and challenge themselves, such as climbing reasonable heights in play parks. The childminder helps children to feel safe through tidying away toys when they finish playing to prevent falls and trips. The children are able to choose what to play with, because the childminder labels boxes and drawers with pictures and words. This helps them to tidy away as well as get toys out.

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provision

The childminder and her co-childminder discuss safeguarding frequently and develop robust policies and procedures. This guides their working and ensures that they each know their individual responsibilities. The childminder can readily identify the signs and symptoms that might cause her concern about children's well-being. She is fully aware of how to pass on any such concerns about children's welfare. The precise recording of accidents and any pre-existing injuries, along with up-to-date knowledge of how to deal with first-aid incidents, further helps to keep children safe. By assessing the areas where children play and learn regularly, the childminder is able to minimise any possible risks to them.

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provision

The childminder and her co-childminder work together well and use their diverse knowledge to complement each other's understanding. They work together to share ideas, planning and policies and procedures. Together, the childminder and her co-childminder evaluate their provision for children. Using parental questionnaires and children's views, they implement improvements. The childminder has effectively tackled recommendations from the previous inspection. Therefore, she demonstrates that she has a good ability to maintain ongoing improvement for children. The childminder and her co-childminder work together well as a team and seek the support of local authority development workers to monitor the quality of care they provide. They monitor children's progress and their planning, as they share ideas for children's learning and development. The childminder undertakes training to enhance and refresh her knowledge. She has plans to strengthen

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provision

her understanding through undertaking a formal qualification at level 3 in the future.

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provision

The childminder completes the progress check for children between the age of two and three years. Her frequent summaries and use of electronic assessment for children, helps to inform parents of children's progress. Relationships with parents are effective and they exchange information frequently to support children. The childminder communicates with parents in a range of ways. This helps all families to feel able to be part of children's learning and care. The childminder is aware of the importance of working with other professionals to support children should the need arise.

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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 EY225748 Local authority Central Bedfordshire Inspection number 855765 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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