Childminder in Central Bedfordshire

Inspection date

Previous inspection date 15/12/2014 02/06/2009

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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 quality of teaching is good. The childminder understand how children learn and develop, which results in them making good progress.  Children have secure attachments to the childminder, who is very caring and attentive to their needs. This enables the children to explore the environment with confidence.  Partnerships with parents are strong and ensure children's individual needs are identified from the beginning and well supported through their time with the childminder.  Children play in a safe and secure environment. The childminder gives priority to protecting children, and there are clear implemented procedures to follow to keep them safe.

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It is not yet outstanding because

 The childminder does not always maximise her support of children's creativity, as there are few resources readily available to them to encourage them to explore, and she does not regularly plan activities to support children's creative development.

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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 the childminder and household members, and a range of other documentation, including the safeguarding policy.

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Inspection activities

 The inspector took account of the views of parents as recorded in written documents.

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Information about the setting

The childminder was registered in 1997 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, one adult child and two children, in a house in Shefford, Bedfordshire. The whole of the ground floor and the rear garden are used for childminding. The family has two dogs as pets. The childminder attends local toddler groups and music groups. She visits the shops and local parks 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 is in the early years age group and attends for a variety of sessions. The childminder holds a relevant qualification at level 3. She operates all year round from 7.15am to 5.30pm, Monday to Friday, except during bank holidays and family holidays.

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

 enhance the already good learning opportunities further, for example, by providing a wider range of resources and activities to develop children's creativity, such as paint, glue and dough.

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who attend

Children have access to a generally good variety of toys and resources that cover all seven areas of learning in both the indoor and outdoor environments. The childminder ensures the resources and activities on offer reflect the stages of development and interests of all children that attend. For example, she provides a range of early technology toys for the children to explore. They enjoy pressing buttons and watching what happens and are eager to explore further. They concentrate and engage well because the childminder gives them uninterrupted time to explore. As a result, children make good progress in their learning and development. When they use pretend phones, the childminder holds conversations with them and the young children begin to understand imaginative play. However, there are fewer opportunities for children to develop their creative skills as the childminder does not always provide resources or activities for children to explore different

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who attend

materials, such as paint, glue and dough.

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who attend

The childminder promotes children's mathematical understanding as she counts and points out numbers as they play. For example, as the younger children use beads on a frame the childminder models counting. Furthermore, she effectively promotes children's understanding of shape and space by supporting them as they complete puzzles. Children show their developing love for books as they use the books the childminder provides for them. She encourages children to sit quietly and look at books independently and shares stories and picture books with them. Her good use of questions enables the children to look carefully at the pictures and point to birds and animals as the childminders asks if they can find them. Consequently, children are gaining valuable skills and making good progress in their learning, preparing them well for future learning at school.

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who attend

The childminder completes initial observations of children to identify their starting points and completes individual learning journals. These journals are informative, with written information about children's experiences and development. Parents have access to their child's learning journals at all times and the childminder keeps parents verbally informed about their child's experiences on a daily basis. The childminder completes regular assessments of the progress that children are making, so that any gaps in children's learning are quickly identified and appropriate steps are put in place to close these. The childminder uses her links with parents well, to encourage them to share information about what children are doing and achieving at home. Therefore, she takes children's full range of experiences into account when planning activities.

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

Children have formed secure attachments with the childminder and as a result, they feel safe to explore their environment. The childminder gathers information about children's individual needs and likes and dislikes from parents when she first starts caring for them. This helps the childminder to make sure children make the move from home to her care smoothly. As a result, children are happy and settle quickly in the childminder's home. This is because she knows them well and is able to respond to their care needs immediately. For example, the childminder is aware of the signs that children are becoming tired. She knows the routine they like to follow to settle them comfortably for sleep. Children play in a child-friendly, safe environment with age-appropriate and well- maintained toys and equipment that effectively support their overall well-being and care.

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

Children benefit from fresh air and exercise as the childminder uses local parks and woodlands to enhance their enjoyment of the natural environment. These opportunities enable the children to develop their physical skills and they learn about taking risks while exploring in safe environments. The childminder's garden is safe and secure at all times, allowing children to have freedom to run and explore. The childminder provides a good range of resources to promote their all-round physical development, such as ride-on toys and balls. She develops children's good learning outdoors further by providing a vegetable patch which allows children to sow seeds and watch the plants grow; this helps them to develop a good understanding of healthy eating. Children's health is further promoted through the provision of healthy snacks and freely available drinks offered by the childminder.

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

Children respond well to the childminder's calm and patient manner. They behave well because the childminder is a good role model, treating them with respect. They enjoy sitting on her lap for stories and show care for each other through regular cuddles. The childminder supports children well to develop the confidence and necessary skills they need as they move on to the next stage in their learning, such as nursery or school. For example, she encourages children to share resources and take turns with their friends as appropriate to their age. They learn to use a wide range of resources with increasing skill and are becoming confident to have another go at tasks. This is because the childminder gives them consistent praise and encouragement. This ensures children are confident, independent learners who are emotionally equipped with the skills they need for their future learning.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. Children are effectively safeguarded as the childminder has a good understanding of her role in protecting children. In addition, all adults living on the premises have been vetted. This helps to promote a safe environment where children play and learn. The childminder has completed risk assessments and carries out regular checks to ensure that hazards are effectively identified and minimised. She holds a current paediatric first-aid certificate, and demonstrates she has the skills to give first aid treatment should the need arise. All documentation required to effectively safeguard children and support their welfare is in place and up to date, including children's details and a record of attendance.

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provision

The childminder regularly monitors and evaluates the progress of children in her care and the educational programmes that she provides. This ensures that she has a good understanding of children's overall learning and development. Self-evaluation is sound because the childminder is positive about developing her practice. For example, she is currently identifying strategies to promote healthy eating in ways the youngest children can understand. Records show the childminder is proactive in sourcing relevant training courses, these help to shape her service to best meet the needs of the children. For example, recent training looking at how to support children with special educational needs and/or disabilities has resulted in her having increased confidence in caring for all children, should the need arise. In addition, the childminder has successfully addressed the recommendations raised at the last inspection. This demonstrates a positive attitude

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provision

towards continuous improvement and promotes opportunities and experiences for all children who attend her setting.

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provision

The childminder has good working relationships with parents of the children that she cares for. She shares information about children's learning and development with parents, in a variety of different ways, including, regular face-to-face meetings and through text messages. The childminder also encourages parents to read the written policies and procedures at the beginning of the child's time with her. This means that parents are well informed about the service she provides. The childminder seeks the views of parents through discussions and uses this information to further reflect on her practice. She understands the importance of sharing information with other providers to promote continuity of care and learning, when the need arises. The childminder has effective links in place with other childminders living in the area. This enables her to have peer support and to share good practice.

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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 149448 Local authority Central Bedfordshire Inspection number 874963 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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