Childminder in Luton

Inspection date

Previous inspection date 17/12/2014 11/08/2014

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early years provision

This inspection: 3 Previous inspection: 4 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Partnerships with parents, carers and other professionals are sound because all adults work together to support children. As a result, children benefit from this consistent approach.  Children are happy and settled. They build warm bonds and attachments with the childminder, assistant and peers. Consequently, the childminder effectively supports children's well-being.  The childminder and her assistant are aware of the procedures to follow if child protection concerns arise. They attend regular training and all required suitability checks are complete. As a result, children are protected.

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It is not yet good because

 Observations are not frequent enough to ensure that children's next steps in learning are identified. As a result, activities are not always challenging enough to ensure that children are making good progress.  The childminder does not consistently promote opportunities for children to develop their independence.  Opportunities to expand children's understanding of risks, to include personal safety within the home, are not maximised.

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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 carried out joint discussions with the childminder in relation to observations of the children's play, learning and progress. She also reviewed the way in which the childminder evaluates her setting.

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Inspection activities

 The inspector observed activities in the childminder's house and garden. She talked with the childminder, assistant and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation and evidence of the suitability of household members and assistants. She also viewed a range of other documentation, including the safeguarding policy.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in Luton. The childminder works on a daily basis with an assistant. The whole of the childminder's house is used for childminding. The childminder takes children to and collects them from the local schools and pre-schools. There are currently five children on roll, all of whom are in the early years age range. All children attend for a variety of sessions. The childminder operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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must:

 ensure that observations and assessments are regular and precise to consistently identify children's next steps in learning; use these to plan challenging and enjoyable experiences for each child in all areas of learning.

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

 develop children's understanding of personal safety, for example, by using daily experiences in the home, to explain risks and hazards

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

 improve opportunities for children to become more independent, for example, by encouraging them to carry out self-care tasks, such as dressing and undressing outdoor clothing.

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who attend

The childminder has some knowledge and understanding of the Early Years Foundation Stage and she provides toys and resources, which children enjoy accessing. She completes observations of children in her care and flexibly plans activities, which link to their likes and interests. However, the childminder does not observe children frequently enough to ensure that they are making good progress. As a result, she is not effectively incorporating children's next steps in learning to support their ongoing progress. Teaching requires improvement to ensure that children can benefit from sufficient challenge across the areas of learning. For example, children of various ages take part in a craft activity, which is not adapted to suit the different ages and stages of their development. As a result, some children become bored because the activity is not stimulating enough.

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who attend

The childminder generally supports children's independence. Children make choices about their play and the childminder encourages them to choose their snack. They pour their own drinks and help to set up and tidy away the table before and after meal times. However, the childminder and her assistant do not encourage children to learn how to put on or take of their shoes and coats independently. As a result, the quality of teaching is variable and children's learning is not extended in preparation for school. The childminder encourages children's communication development as she talks to them about what they are doing. She encourages their language during play and she listens to them as they chat happily to her. For example, children talk about how they are putting bread and seeds out to feed the birds in the garden. The childminder promotes children's physical development as they use a range of differently sized equipment. For example, when outside, children

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who attend

throw balls in a hoop, use wheeled toys or practise their skills as they jump on the trampoline. Additionally, they enjoy regular outings in the local community and walk daily to and from school.

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who attend

The childminder's partnership with parents is sound and she ensures that they meet to discuss children's initial starting points before children start with her. She has a range of documentation that she requests parents complete and this gives the childminder and her assistant an overview of children's capabilities. The childminder creates learning journeys for all children in her care. Although there are limited observations in these, the childminder collates a range of art and craft examples and photographs, which she regularly shares with parents. The childminder completes a daily diary for parents who request this and informs them of what the children are taking part in during their time with her. She encourages parents to share what they know about their children, through a visual progress board and this supports parents in extending their children's learning at home.

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

The childminder supports children's personal, social and emotional development through praise and encouragement and this helps to develop their self-esteem. As a result, children's emotional well-being is being promoted appropriately. Children are happy and settled with the childminder and her assistant. They enjoy the toys and resources they access and make independent choices from those available. The childminder supports children in their transition from home to their next stage of learning. For example, she talks to children about their move to school and uses books from the library to encourage them further. During regular visits, when the childminder takes and collects children from school, they are able to see the environment and this prompts further discussion and reassurance.

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

The childminder encourages appropriate relationships with parents to ensure that she has enough information to meet their children's care needs effectively. She is consistent in her approach to managing behaviour and children learn about appropriate ways in which to behave. For example, the childminder promotes eye contact when talking to the children and she encourages them to make good choices on a regular basis. The childminder encourages children to share and take turns, and this effectively supports their understanding of being kind to others. As a result, children learn about managing their behaviour and emotions. The childminder and her assistant join in with children's play and they interact warmly with children. For example, when children are enjoying playing in the garden, the childminder helps them to learn to feed the birds. However, the childminder and her assistant do not always reinforce children's learning about their personal safety.

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

For example, the childminder and assistant do not explain why it is dangerous to have two children on the trampoline together. Additionally, children do not learn why climbing on boxes may put them at risk of injury.

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

Children are developing a sound awareness of being healthy. The childminder encourages children to wash their hands regularly before meals and after outside play. The childminder supports children in leading healthy lifestyles as, for example, she provides a range of healthy and nutritious meals and snacks. Children have regular opportunities to develop their physical skills as they enjoy outings to the local park and they take part in regular music and dance activities. The childminder has a range of age-appropriate toys and resources, which are of suitable quality. She stores these appropriately, enabling children to make choices for themselves. Additionally, the childminder rotates the resources to ensure that children have different options available to them.

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provision

The childminder safeguards the children in her care. She and her assistant demonstrate a sound understanding of how to protect children and both attend additional training to support their awareness of current legislation. The childminder ensures that all suitability checks for household members and assistants are in place. She demonstrates awareness of the signs and symptoms of abuse and is confident to report concerns. In addition to this, the childminder's assistant is aware of the childminder's procedure in safeguarding children. She is also aware of the process to follow is she has safeguarding concerns. As a result, the childminder and her assistant are safeguarding children. The childminder does not regularly complete observations and assessments to promote children's learning and development. This means that she is unable to fully identify where intervention or additional support may be required. As a result, the childminder is not able to narrow or

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provision

close possible gaps in children's learning. She has completed some additional training to support her knowledge of the Early Years Foundation Stage, although, this has not fully supported her understanding of how teaching and learning supports children's learning and development overall.

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provision

The childminder monitors the work of her assistant on a daily basis. She provides regular supervision opportunities with her assistant to discuss how she can support children in their learning. Following the last inspection, the childminder has looked at her setting overall and has made some improvements. For example, the childminder has developed how she shares information with parents and she is now encouraging them to be more involved in their children's learning. She has incorporated a lending library into her setting, where children can take books home to share with parents. She ensures that a daily register is used to record children's days and times of attendance. In addition to this, the childminder has reorganised meal times to ensure that children's social skills and independence are encouraged. The childminder is aware of her strengths and areas for improvement, although the focus is not yet effectively on teaching and learning. She seeks

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provision

feedback from parents and encourages children to talk about their likes and dislikes. This means that the childminder is seeking the views of others to support her continuous improvement.

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provision

The childminder has a sound relationship with parents and they share information to support children's overall well-being on a regular basis. The childminder seeks the views of parents through discussions about what children like and enjoy on a regular basis. The childminder has a suitable understanding of the importance in partnership working. For example, as children start their next stage of learning, which is usually school, she develops communication with teachers to promote consistency of 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 EY461041 Local authority Luton Inspection number 987598 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 5

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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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