Childminder in Central Bedfordshire

Inspection date

Previous inspection date 27/11/2014 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Teaching is good because the childminder understands how to promote children's learning during play. She develops individual learning plans for children that incorporate clear next steps. As a result, their progress is good.  Children gain an appreciation of their community, the wider society and world around them, because the childminder provides regular opportunities for them to explore music, art, culture and foods from around the world.  Children benefit from the close bonds and caring relationships that clearly exist between them and the childminder. This helps them to feel settled and secure.  The childminder understands her responsibility in regard to safeguarding children, which means that they are protected. Clear methods of communication underpin the relationship with parents and support children's health and well-being.

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It is not yet outstanding because

 Children are not always given maximum opportunity to explore and extend their learning by making decisions about the way that they play and investigate new materials.  Children cannot always freely initiate their own play and learning because access to some resources is limited and others are inaccessible to 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 childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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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 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with one child in a house in Shefford. The whole of the ground floor of the childminder's home is used for childminding and there is an enclosed garden available for outside play. The family has a cat. The childminder attends social groups and soft play areas on a regular basis. There is currently one child on roll who is in the early years age group and attends on a full-time basis. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 help children to independently explore their own ideas, and make links between their thoughts and actions, by modelling the language of thinking as they play

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

 enhance the opportunities for children to make independent choices by reviewing the accessibility of resources.

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who attend

Children are happy and engaged in their learning because the childminder uses the information gained through observation to plan activities which build on their interests. Young children enjoy playing with vehicles and objects with wheels, which they push and roll across the floor before chasing them and repeating the action again. The childminder offers gentle encouragement as children play and provides a continuous narrative talking about what they are doing. Children look to her for praise and babble happily, trying to repeat words and practising their new vocabulary. This helps to extend their early communication and language. Children demonstrate motivation as they move purposefully between the items that are provided for them. The childminder selects and offers children new materials, such as large blocks and painting mats, to challenge their development further. They begin to match and fit blocks together before emptying the box completely.

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who attend

Children experiment with making marks on the painting mat and begin to use simple tools to practise their hand to eye control. They become deeply involved because the childminder provides them with things that are new for them to explore. For example, young children experiment with early technology because they have ample opportunities to explore toys with buttons to press, which cause lights to flash and music to play. The childminder supports such play with her calm encouragement and frequent praise. Consequently, children are encouraged to repeat actions and begin to learn how things work.

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who attend

The childminder introduces children to their local community because they make excursions to local groups and venues. Many resources are used to promote children's interest in other cultures and awareness of the wider world. For example, the childminder provides activities that reflect other cultures as well as introducing them to new languages, music, foods, art works and objects from around the world. Children have access to simple role-play resources, such as the play kitchen in the playroom. Younger children represent what they see around them to make sense of everyday routines. For example, young children begin to hold the telephone receiver to their ear and talk into it. The childminder plans and prepares activities to support younger children's tactile exploration. For example, they explore shallow trays filled with water and bubbles, dried oats, and objects hidden in the oats. They discover that when their hands are wet the oats

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who attend

stick to them, and that some objects can be squeezed to make noises. The childminder uses good teaching during such activities by enhancing learning with new vocabulary and offering general support for children's exploration. However, on occasions, her eagerness to support the youngest children means she does not take sufficient time to identify and follow the children's lead in their play before introducing her own ideas. For example, she suggests swapping the wet and dry ingredients between trays, and leads them towards discovering the hidden items. This means that children's self-led learning is sometimes not fully developed.

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who attend

The childminder demonstrates a good understanding of the Early Years Foundation Stage and has established clear methods of observation and assessment. Each child has an individual learning plan maintained in their learning and development file. Observation and assessment records are kept and all achievements are monitored against expected milestones for each child's age. This helps the childminder to develop a plan of activities to promote the identified next steps for each child. Parents are involved within children's learning and information is shared that allows each party to build on achievements made. The communication book, daily record sheets, and face-to-face contact play an important role in the relationship. All achievements and activities are discussed between the childminder and parents each day. As a result, care in the home and when with the childminder is consistent. As a result of the observation and assessment arrangements,

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who attend

and the effective planning, children make good progress. The childminder is aware of the progress check for children between the ages of two and three years and will complete this as required. She provides a teaching environment within which children have opportunities to learn actively. This lays the foundations for children's future move to school.

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

The childminder takes account of each child's individual needs to provide settling-in procedures and works closely with parents to establish a positive relationship. For example, she offers visits across several weeks to help establish the relationship, and will also join parents and children at regular social groups to embed the partnership. The childminder uses a daily information sheet to keep parents informed about their child's day, which supplements the contact at the beginning and end of the day. She uses text and email to ensure that she stays in close contact with parents. Parents comment that the childminder communicates with them throughout the day, and that she is attentive and caring. Furthermore, they comment that she goes the extra mile. Detailed care plans are provided by parents at the beginning of a contract to help the childminder to establish daily care, which reflects children's routines at home. This helps her to work closely in

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

support of children's well-being. Where required, the childminder also offers to loan play equipment, such as baby walkers, to parents to support children's continued development. Children demonstrate good attachment with the childminder. She is attentive and offers children appropriate support and guidance. As a result of these steps, children from an early age, are emotionally prepared for school or a move to another setting.

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

Very young children receive consistent and positive behaviour management that helps them to develop self-confidence. The youngest children respond to frequent praise that helps them to understand that they are valued. Children are well nourished because the childminder prepares and offers them the meals prepared at home by their parents. She supplements meals with healthy snacks, where required, and ensures that younger children are reminded to drink regularly to remain hydrated and healthy. Very young children gradually learn about routines, such as washing their hands and faces before and after meals, because they sit and allow the childminder to wash their hands. Children enjoy physical play each day in the garden, and at social groups or soft play centres. These activities help to support physical health and foster their confidence in larger groups. They also help children to meet, and become familiar with, other adults in a

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

controlled environment. This assists their preparation for school.

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

Children are kept safe on the premises because the childminder completes regular assessments of risk. The childminder is especially vigilant with younger babies as they begin to walk, ensuring that the surroundings are kept free from obstacles to ensure minimal risk. Children practise road safety each day and take part in emergency evacuation. Children help themselves to some resources freely and the childminder provides materials, in line with planned activities, from a good range, which is suitable to promote all areas of learning. However, very young children are not able to freely access resources and make independent choices because some objects are stored inside the travel cot in the lounge. Other resources, in the playroom, are in very large, labelled crates and are stacked in such a way that many are inaccessible as they are blocked into the corner. Children cannot currently view or reach the contents of the boxes. This means

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

that opportunities to lead their own learning are not currently optimised.

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provision

The childminder has a firm understanding of safeguarding and she ensures that children's welfare is assured. A written procedure for safeguarding outlines the procedures for children's protection and provides clear information for parents. This identifies the importance that the childminder places on her role. The appropriate checks for all household members are in place. The childminder implements thorough procedures and risk assessments that protect children when they are away from the home. She supervises children vigilantly at all times, both inside the home and during outings. The use of mobile telephones and cameras by visitors is not permitted in the setting; there is a clear policy regarding digital media. All procedures relating to safeguarding are shared with parents to ensure clarity and understanding. As a result, children are safe both in, and outside of, the home.

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provision

The childminder shares a broad range of policies with parents to underpin the professional relationship and support children's well-being. Whilst care has only recently begun, the childminder has requested feedback from parents, where a care agreement was in place to provide emergency cover, to ascertain their level of satisfaction with her practice and identify areas for improvement. The childminder used that information to build further on her good practice. Learning files are viewed by parents and daily feedback sheets help to enhance the partnership. Although the childminder has only been providing care since September of this year, she completes effective reflective practice to continue to develop the care provided. The childminder updates her procedures and policies regularly to ensure they are efficient. She has a planned programme of continuous professional development to enhance her knowledge and has attended several training courses as part

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provision

of her childminding, and her foster care. These include promoting children's cultural identity, food safety, and 'What is play?'. Consequently, she is able to demonstrate a drive for improvement and continued good provision.

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provision

The childminder is not currently caring for any children with special educational needs and/or disabilities. However, she is aware of the importance of working with parents and other professionals to make sure the needs of such children are met appropriately. The childminder is not currently caring for any children who attend other settings, however, she has a robust understanding of the importance of working with other professionals when this situation arises. She has plans in place to meet with other settings to establish consistency in learning for all children. The childminder continues to review her own observation and assessment methods and demonstrates a good knowledge of the characteristics of learning. As a result, children make good progress. Children in this setting have a positive experience that forms a good base for continued well-being, learning and development.

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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 EY398742 Local authority Central Bedfordshire Inspection number 996547 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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