Lawrence, Noemi Rocio

Inspection date

Previous inspection date 08/12/2014 07/10/2011

p.1

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

p.1

This provision is good

 The childminder uses her knowledge of the Early Years Foundation Stage to inform and implement purposeful teaching techniques. She assesses children well and offers them activities that interest them and promote their good progress.  The childminder attends additional training and is committed to the ongoing review and improvement of her practice. Consequently, she fully understands her safeguarding responsibilities and ensures that she promotes children's welfare and they play in a safe, welcoming environment.  The childminder works well with parents in order to obtain clear initial information about children. She understands each child well and supports them in settling and in feeling secure and happy in her care.  Children enjoy their interactions with the childminder, happily including her in their play and discussions. This aids them in developing their social and communication skills and supports their positive attitudes to play and learning.

p.1

It is not yet outstanding because

 The childminder does not arrange all resources as well as possible. This means that children are not always able to choose these independently and extend their play to the maximum.  The childminder does not always make maximum use of information from parents about their child's learning at home in order to further enhance the activity planning.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the childminder's house and checked areas of the home used for childminding.

p.2

Inspection activities

 The inspector talked with the childminder and the children present and reviewed an activity with the childminder. The inspector also talked with the childminder about how she would monitor and supervise the work of her assistant.

p.2

Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, the childminder's self-evaluation information and a range of other documentation, including the safeguarding procedures.

p.2

Inspection activities

 The inspector took account of the views of parents, as given in their written feedback to the childminder.

p.2

Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and three children in a house in Kempston. The whole of the ground floor of the property, one bedroom and the bathroom on the first floor and the rear garden are used for childminding. The childminder works with an assistant on an occasional basis. She attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She takes children to and collects children from the local schools and pre-schools. There are currently three children on roll, one of whom is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She also provides overnight care. She is a member of the Professional Association for Childcare and Early

p.3

Information about the setting

Years and holds an appropriate early years qualification at level 2.

p.3

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

 review the organisation of resources so that these are even more accessible in order to support children in making further choices about their play and learning

p.3

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

 enrich the activity planning by enhancing the assessment procedures to make greater use of updates from parents about their children's learning and development at home.

p.3

who attend

The childminder attends additional training and has a thorough knowledge of the Early Years Foundation Stage. As a result, she uses teaching techniques that support children in making good progress in their learning. The childminder meets with parents and uses practical paperwork to record a wide range of initial information about children. She assesses this so that she understands children's starting points and can monitor their progress. The childminder has acted on the recommendation set at her last inspection and now uses improved assessment procedures. She notes children's interests and carefully plans their next steps. She feeds this information into the daily planning, checking this to ensure that children are offered a balanced range of play opportunities. The childminder has clear procedures in place for carrying out the progress check for children between the ages of two and three years. This supports her in planning activities and in recognising

p.3

who attend

any areas where children may need further support. The childminder generally communicates well with parents, providing them with opportunities to share daily news about their children. She also supports parents well in extending their children's learning. She makes practical displays, for example, about promoting children's language development, that parents can refer to. However, her assessments do not always make full use of all updates from parents about how their child has been developing at home. As a result, the childminder does not include this extended range of information in her planning and so promote children's development to the maximum.

p.3

who attend

The childminder supports children in developing the skills and positive approaches required for effective learning. This means that they are well prepared for school. Her thoughtfully-planned activities offer children practical opportunities to explore and extend their knowledge. For example, young children develop their natural curiosity as they explore trays of jelly. The childminder encourages them to feel the texture, look at the colours and to scoop the jelly. When they put this in their mouths, she extends their vocabulary as she helps them think about what the jelly tastes like. The childminder promotes children's learning as she notes what they are interested in and then helps them to extend this. For example, after noting that children enjoy watching the birds come to the garden, the childminder offers associated activities. The children visit the library to look at relevant books, they then talk about the different species and make their own

p.4

who attend

laminated pictures, which they display in the garden and refer to in order to identify the different birds.

p.4

who attend

The childminder makes resources according to children's developmental needs and interests, thereby promoting their individual learning. For example, babies and young children enjoy exploring the colours, sounds and textures of objects in treasure baskets. Children participate in a wide selection of activities that promote their physical development. They develop control of their smaller muscles as they learn to hold and use implements, such as spoons and crayons. They develop their skills in balance and coordination as they move in time to music, play ball games and crawl through the pop-up tunnel. The childminder supports children well in developing their appreciation of diversity. For example, she helps them learn simple words and greetings in other languages and they talk about the countries these originate from. Children develop good language and communication skills because the childminder supports this area well. She interacts with

p.4

who attend

the children and extends their language and vocabulary through discussions, songs and stories.

p.4

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

The childminder builds professional partnerships with parents. These partnerships begin with initial meetings to gather information about children so that the childminder understands them well. She keeps a practical record of children's established home routines and uses this information to organise her day. This means that children sleep and eat at the times they are used to, thus helping them to feel secure and to settle when they first start attending. The childminder is positive about her work. She interacts well with children and shows them that she enjoys being with them. In response, children quickly develop warm relationships with her. For example, babies smile and hold up their arms to her, assured that they will receive attention and affection. The childminder is observant and knows the children well. She notices when they are trying and offers them lots of praise and encouragement. For example, young children

p.4

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

who are just learning to pull themselves up to a standing position, enjoy the childminder praising and clapping them. They persevere until they succeed, going on to repeat this as they play. In this way, the childminder promotes children's independence and their belief in their ability to succeed. Therefore, they are positive and are well prepared for the move to pre-school or school. The childminder uses effective methods to help children build a practical understanding of how to manage their behaviour. She talks with them about this and helps them understand the appropriate house rules so that they are aware of expectations and boundaries. The childminder is thoughtful in the organisation of most resources. For example, children enjoy using a wide range of role-play equipment in the garden. However, some resources are not as well organised, meaning that children cannot always extend and develop their play. For example, young children playing with a large

p.5

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

construction set are unaware that there are further resources that they could add to their play as these are not easily accessible. Consequently, their play and learning are not always extended to the maximum.

p.5

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

The childminder promotes children's independence well. For example, she makes sure that young children have time at each mealtime to learn to hold the spoon and start to feed themselves. Ongoing discussions and specific activities support children in building a good understanding of safety issues. For example, they participate in an activity to make their own traffic lights. This leads to discussions and role play about how to cross the road safely. The childminder makes good use of daily opportunities to support children in gaining a good awareness of healthy lifestyles. They wash their hands before eating and refer to the nearby poster to reinforce their understanding of why they need clean hands. Children and the childminder make posters and displays that illustrate healthy food options. The childminder also makes sure that children have daily opportunities for fresh air and exercise.

p.5

provision

The childminder is positive and is proactive in addressing the recommendations made at her previous inspection. She now carries out thorough risk assessments, reviewing these regularly to check for any actions she needs to take in order to remove or minimise risks. This means that children play safely, both inside and outside the home. The childminder implements thorough safeguarding procedures so that she consistently promotes children's welfare. She has attended relevant training and is fully aware of the process to follow should she have any concerns about children. She ensures that appropriate checks are carried out to verify the suitability of her assistant. Additionally, the childminder has practical procedures which further promote children's safety and welfare. For example, she makes sure that visitors to her home understand that they cannot use mobile telephones or cameras when minded children are present.

p.5

provision

The childminder attends further training and makes practical use of the experience she gained when working in a day nursery. This means that she has a secure knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She regularly reviews her policies to ensure that she is meeting all legal requirements and is promoting children's safety, health and welfare. The childminder does not currently use her childminding assistant. However, she works with him to make sure that he understands all policies and procedures. She also has clear procedures to supervise and monitor the assistant should she start to employ him. The childminder is committed to the ongoing development of her practice and this has a positive impact on children. For example, her attendance at training related to working with parents has enabled her to develop clearer communication procedures and so improve her partnerships with parents.

p.5

provision

The childminder routinely checks each child's assessment records, enabling her to monitor their progress and note any areas where they require additional support. She continuously evaluates her work, taking into account the views of parents and children. This gives the childminder a clear picture of her strengths and weaknesses and supports her in planning improvements. For example, her plans for the future include completing a relevant level 3 childcare qualification in order to further enhance her work with children.

p.6

provision

The childminder has clear procedures in place to support her in working in partnership with other providers caring for the children. These include the exchange of assessment and planning information so that they can work together to provide consistent care and promote children's development. The childminder does not currently care for any children who have special educational needs and/or disabilities. However, she has some experience in this area and also attends activities at her local children's centre. This has given her a good understanding of how to access additional help for children and their families should the need arise. The childminder maintains good partnerships with parents. She keeps them informed of their child's progress and activities through talking with them and using daily diaries for each child. Parents report that their children settle well and they appreciate the childminder's good methods of communication.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY421708 Local authority Bedford Borough Inspection number 960462 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 3

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10