Hayward Kim

Inspection date

Previous inspection date 18/12/2014 13/11/2008

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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 has a good understanding of how children learn. This is reflected in her ability to plan and deliver stimulating activities that are based around children's interests.  The childminder keeps children safe through her good understanding and knowledge of statutory safeguarding and child-protection procedures.  The childminder accurately monitors children's progress. Consequently, any gaps in their learning and development are quickly identified and addressed.  The childminder quickly establishes strong, trusting bonds with children in her care. She works very closely with parents to settle children quickly. As a result, children's needs are effectively met.

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It is not yet outstanding because

 The childminder does not always give children sufficient time to problem solve and make decisions as they experiment. Consequently, children's opportunities to learn about how things work are not constantly 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 observed activities in the childminder's house and talked to the childminder and children.  The inspector viewed areas of the house and garden used for childminding.

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Inspection activities

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

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Inspection activities

 The inspector took into account the views of parents spoken to on the day and as recorded in reference letters.

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Information about the setting

The childminder was registered in 2001 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one adult child in a house in Luton. Children have access to one large playroom, the kitchen and downstairs toilet and an enclosed garden. The family has dog as a pet. The childminder attends toddler groups and activities at the local children's centre. She visits the shops, park and zoo on a regular basis. She collects children from the local schools and pre- schools. There are currently six children on roll, three of whom are in the early years age group and attend for a variety of sessions. The provision operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a recognised childcare qualification at level 3.

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

 consolidate children's independent learning by allowing them even more time to think through solutions and use their developing skills and knowledge.

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who attend

The childminder has created a bright and inviting play space within her house in which children learn and explore. They freely access a wide range of toys and resources that promote all areas of learning and development. The childminder skilfully uses children's interests to extend their learning. For example, children show an interest in animals. The childminder supports them to select shaped cutters to make animals from malleable material before she asks them to find the same animal from a box of models. Together, they compare the characteristics and size of the models and their dough shapes, introducing new words and concepts to promote children's language development. The childminder takes time to clearly answer children's questions as they play. However, there are some occasions when the childminder is a little too enthusiastic to support children in their explorations. During these periods, she does not always give them sufficient time to

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who attend

find solutions to overcome problems they come across. Consequently, children's independent learning is not always maximised, as they do not constantly have opportunities to think critically and learn at their own pace. The childminder uses effective methods to accurately gather information from day-to-day observations of children's play and development. She consistently uses this to plan activities that stimulate and challenge children to move them to the next stage in their development.

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who attend

The childminder regularly takes children to mix with their peers at creative play sessions, to listen to stories at the library and go on trips to the zoo and park. Therefore, children are exposed to many different learning environments and experiences to support their good progress. The childminder displays photographs of their activities on the playroom wall, so that children can recall and talk about what they have done together. As children grow, they learn to listen and follow simple instructions, take turns and share resources. For example, children enjoy taking turns to select a small card from a bag. The cards have a bright picture and words to a traditional rhyme or song. They enjoy joining in with the actions and words, and wait in anticipation for the childminder to invite another child to choose the next card. The childminder supports children to count, recognise numbers, shapes and letters and to cut with scissors. All of these activities and skills promote

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who attend

learning in preparation for nursery and school.

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who attend

The childminder effectively establishes good relationships with children and their parents. Before children start to attend on a regular basis, the childminder encourages parents to stay and play with their children, helping them to become familiar with the environment. Parents give information about their children's developmental stage and interests. The childminder uses this information, along with assessments she makes from her own initial observations, to determine individual starting points. As a result, the childminder provides suitable activities to support children's individual learning and development needs. The childminder values parents' continued input into children's learning, which she successfully incorporates in her planning of meaningful activities. She uses daily diaries, which ensures information is effectively passed between parents, other providers and herself. This is particularly important for children who attend additional settings from which they are

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who attend

collected or dropped off. The childminder encourages parents to regularly read observations of their children's progress and records contained in their individual files. Through discussions with parents, the childminder is able to give them ideas to support children's development at home in order to further extend their learning.

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

The childminder provides a secure and stimulating environment for children to grow and learn within. She has a strong and trusting bond with children. By maintaining consistent boundaries and gently reminding children to share and be kind to each other, the childminder fosters an environment in which children behave very well. Children are respectful of the rules as they are clearly explained. The childminder displays visual clues on the walls to remind children of the rules. Additional pictures display different feelings and emotions that show children how they and others might feel at any time. The childminder has introduced an achievement tree. Children stick leaves with their name and new skill or achievement on it so they can show their parents. As a result, children are motivated to behave well and try new tasks and activities to promote their learning.

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

Parents provide information about their children's care needs so that the childminder can provide consistent routines. For example, she continues with arrangements put in place at home, such as nap times and potty training and ensures that she can meet dietary requirements. Daily communication ensures parents are aware of how these key routines are managed throughout the day. As children grow and prepare to start nursery or school, the childminder introduces stories and activities to support them and trigger discussions about the new setting. She uses similar resources, such as a self-registration system, to help children become familiar with new routines. The childminder regularly drops older children and siblings to the new settings and, as soon as she knows which practitioners and teachers will be caring for the children, she takes children to meet them. The childminder quickly establishes a good relationship with the children's key person within

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

the setting to maintain clear communication channels. Consequently, the moving process is made as smooth as possible for all concerned because children are emotionally well equipped.

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

The childminder encourages children to make healthy lifestyle choices, including taking regular exercise, playing in the fresh air and eating a healthy and balanced diet. She prepares nutritious meals for children to enjoy and, when asked, happily shares her recipes with parents. The childminder teaches children to independently carry out self-care tasks, such as dressing in outdoor clothes, and effectively washing their hands. She explains to children why they need to wash their hands using pictures and age-appropriate language. Children enjoy riding toy cars in the garden and enjoy running and climbing at the local park to promote their physical development as they enjoy the fresh air. Through play and exploration, children are able to take developmentally appropriate risks while the childminder teaches them how to stay safe. For example, they are taught how to cut fruit with a knife at snack time. Children are also taught to help tidy away toys and activities

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

after use to reduce the possibility of tripping. For example, after playing with a selection of dried breakfast cereals in a large tray, children enjoy using a musical broom and dustpan to sweep up the crumbs to prevent their peers from slipping. The childminder appropriately guides children to promote their awareness of how to stay safe; she teaches children to hold a hand or pushchair as they walk along the pavement. Therefore, the childminder effectively keeps children safe as they play and learn.

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provision

The childminder has a very good understanding of the requirements of the Early Years Foundation Stage. She has well-considered procedures to help children stay safe in her care and teaches them who to talk to if they are worried or concerned. The childminder's good knowledge allows her to detect signs of abuse. In addition, she is clear about reporting information concerning children's welfare in order to promote safeguarding. All adults living in the house are checked to ascertain their suitability to be in contact with children. The childminder carries out daily checks of her house and garden before children arrive to ensure hazards are minimised. Since her last inspection, the childminder has reviewed all her risk assessments and makes sure that new locations or activities are safe for children to access. The childminder remains vigilant for any circumstances that may cause potential harm.

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provision

The childminder accurately maintains information about children's development to help shape daily activities. Through her effective tracking methods, she is able to identify any emerging gaps in children's progress, so that strategies can be put in place to maintain good progress in all areas of learning. Through regular self-evaluation, the childminder reflects on her practice. Parents feed back their satisfaction through questionnaires and comments in the daily diaries. Older children write down the activities they have particularly enjoyed so the childminder can repeat them. The childminder talks to other practitioners, in both nursery and domestic settings, to gain new ideas and share best practice. Through this, and by attending local training events, the childminder actively seeks to broaden her already good knowledge and understanding of how children learn. She implements new strategies and ideas in her care and teaching methods.

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provision

Consequently, children make good progress through the ever-improving teaching and care the childminder provides.

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provision

In addition to the strong relationship the childminder builds with parents, she has established very good links with other settings, professionals and agencies to support children's learning. For example, she shares planning information from other settings so that she can incorporate and extend the learning children have gained at nursery by following similar themes in her own home. She discusses children's next steps with the key person so that any gaps in development can be identified and addressed in all settings that children attend. Consequently, children continue to make good progress in their 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 105010 Local authority Luton Inspection number 874700 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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