Bracey Deborah

Inspection date

Previous inspection date 02/12/2014 10/02/2011

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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

 The childminder teaches children about the rules of conversation and effectively uses non-fiction books to introduce them to new words and extend their vocabulary.  The childminder helps to prepare children for starting school by planning activities, which encourage them to concentrate, use their imagination and talk about their ideas.  Children learn about healthy eating and how to care for their bodies, such as by visiting the dentist to help them to understand about healthy lifestyles.  The childminder demonstrates a good understanding about how to keep children safe in her care. She knows how to report any safeguarding issues and where she can access extra support if she needs to.  The childminder observes children and shares their learning with parents. This enables them to work together to provide children with consistency.

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It is not yet outstanding because

 Engagement with other settings where children attend is not always fully productive in order to inform assessment and planning for children's learning.  On occasion, the childminder does not respond to children's boisterous play by finding ways for them to channel this effectively.

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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 lounge.  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 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three children in a house in Leighton Buzzard. She uses the whole of the ground floor apart from the utility room and kitchen for childminding. The childminder has an enclosed garden for children's play. She attends a childminder group and visits the local shops and park on a regular basis. The childminder takes children to and collects children from the local schools and pre- schools. There are currently nine children on roll, four of whom are in the early years age group who attend for a variety of sessions. Five school-aged children attend before and after school, and in school holidays. The childminder is open all year round, from 7.45am to 6pm, Monday to Thursday and Friday afternoon, except for family holidays. The childminder has a recognised qualification at level 3 and is a member of the Professional

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Information about the setting

Association for Childcare and Early Years.

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

 enhance relationships with other settings where children attend to exchange information about children's specific development to help develop more precise assessments and plan for their next steps in learning

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

 extend upon ways for children to channel their exuberance and boisterous play, for example, by planning more opportunities for children to be physically active in the outdoor environment.

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who attend

Children enjoy a wide range of activities, which support their learning well. For example, children spend long periods playing with dough. They enjoy using tools to make prints and marks and talk about their creations with excitement. The childminder teaches children about mathematics as she names colours, size and shape to support their understanding. The childminder is skilful in maximising children's learning through the activities she plans. She extends upon children's vocabulary by reading books about dinosaurs with them. She reads out the long dinosaur names and children copy this. The childminder teaches children to understand how to engage in conversation. She reminds children that they must wait until others have finished talking and encourages them to listen. This promotes their good social skills and helps all children to appreciate that what they say is of importance. Children choose from a wide range of books, which help them to develop an

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who attend

interest in stories and characters. They are able to retell their favourite stories in an animated way. Therefore, they demonstrate that they are acquiring good literacy skills. When children draw, paint and create, they use their imagination and talk proudly about their artwork. This shows their confidence in their achievements. As children are eager to learn and celebrate their achievements, they are developing the positive dispositions they need to be successful learners. Therefore, the childminder prepares them well for starting school.

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who attend

Children develop their physical skills when they go on outings. They visit large sand pits, play on park apparatus and enjoy walks in the local woodland. They scale large tree stumps and enjoy the freedom of being able to run around in the open space. Children develop their smaller muscles equally well as they use their hands and feet to paint. They squeeze dough through their fingers as they strengthen the small muscles in their fingers. This activity helps them to gain control and dexterity in preparation for writing. Children play expressively with plastic animals and dinosaurs as they give them names and play families. Children's make-believe play helps them to express their ideas and feelings. In turn, this helps to support their personal, social and emotional development well.

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who attend

The childminder gathers information from parents when children first start in her care. She uses this to assess what children's starting points are in order to build upon their learning. The childminder continues to exchange information with parents through regular summaries of children's learning. This enables parents to share in children's achievements and support their development at home. The childminder does not establish such productive relationships with other settings where children attend. She passes information on to parents to share, but does not work directly with those who care for children. This means she does not have specific details in order to fully complement her planning and assessments of children's learning.

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

The childminder builds warm and caring relationships with children she cares for. They show their contentment and high self-esteem by including the childminder in their play. The childminder is very attentive to children, which helps them to feel confident and display the emotional readiness they need for learning. The childminder understands that moving on to school and pre-school is a big change in children's lives. With this in mind, she talks to them positively about the move and makes sure that they develop the skills they will need. The childminder encourages children's independence in using the toilet, getting their drinks when they are thirsty and tidying away the toys after playing. Therefore, they are able to understand and begin to meet their own needs.

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

The childminder gives children very clear expectations for behaviour. She encourages politeness and good manners and shows children equal respect. The childminder is a good role model for children and they learn from her. At times, children play in an exuberant and lively manner as they chase around the room with soft toys. The childminder intervenes and distracts them to prevent possible accidents. However, children return to this type of play. The childminder does not always find ways for them to channel this desire to play physically in an effective manner, for example, by going to play outside in the garden. The childminder labels boxes of toys and equipment for children, so that they know what is inside and can find what they want to play with easily.

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

Children learn about keeping themselves safe while experiencing challenges, such as when they play in the woods and on bouncy castles. The childminder talks to children about eating healthily as they engage in an activity to make pretend dinners out of dough. The children talk about washing their hands before eating and know that it is to get rid of germs to reduce the risk of them becoming ill. The childminder encourages children to try new foods and keep hydrated by drinking when they feel thirsty. They learn about the role of people who help keep them healthy as they go to visit the dentist and learn about looking after their bodies.

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provision

The childminder has recently undertaken further training to help develop her understanding of how to safeguard children. She has policies and procedures, which guide her work and keeps information and relevant literature readily at hand. The childminder is able to recognise the signs and symptoms that might cause her concern about children's welfare. She knows the role of the Local Safeguarding Children's Board and is confident to report any concern to them should she need to. The childminder risk assesses the areas where children play and supervises them closely. By keeping registers of children's attendance, checking the identity of visitors to her home and practising evacuations with children, the childminder maintains a safe environment.

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provision

The childminder has successfully addressed the recommendations raised at the previous inspection. She has made improvements to her observations and assessments, which she uses to monitor children's learning, and she uses self-evaluation effectively. By gathering the views of parents and children, the childminder is able to make changes to her provision, which is beneficial for those who use her service. Close work with the local authority development worker enables the childminder to focus upon continuous improvement in quality for children. The childminder plans training to meet children's needs and to maintain her knowledge about how to administer first aid if children have any accidents.

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provision

The childminder knows the importance of working with other professionals to support children with special educational needs and/or disabilities. She has previous experience of developing individual plans for children's learning. She completes the progress check for children between the ages of two and three to identify any concerns about children's learning early on. Parents are appreciative of the good care the childminder provides. They express their satisfaction at the communication they receive about children's learning and the good progress they make in the childminder's care.

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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 EY252480 Local authority Central Bedfordshire Inspection number 855930 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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