Childminder in Luton

Inspection date

Previous inspection date 19/12/2014 18/01/2012

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early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children are highly valued as unique individuals. The childminder uses robust assessment and planning for children's individual learning and development. As a result, they thrive in this environment and they are making excellent progress in their learning.  The childminder knows children very well. He teaches them new skills and extends their learning through an exceptionally broad range of well-planned activities and interesting play opportunities.  The childminder creates a highly stimulating child-centred environment, both indoors and outdoors, to aid children's learning. They also benefit greatly from the rich, varied and imaginative additional activities.  Children are safeguarded because the childminder has a strong understanding of his role and responsibility. He effectively implements policies and procedures to ensure that he keeps children safe.  The childminder continuously evaluates his practice to ensure that ongoing quality

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This provision is outstanding

improvements are identified and addressed swiftly.  The childminder has excellent partnerships with parents. He works closely with them to promote all aspects of children's care and learning. As a result, children have a strong bond with the childminder.

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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 spoke with the childminder and children at appropriate times throughout the inspection. She engaged in children's play and observed interactions with them during the inspection.

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Inspection activities

 The inspector looked at children's assessment records, information provided for parents and a selection of policies and children's records.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications, and of the suitability of all those living and working on the premises

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Inspection activities

 The inspector took account of parents' views expressed in references and thank-you cards. She also looked at and discussed the childminder's self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He works with his wife, who is also a registered childminder. They also work with two assistants. He lives with his wife and an adult child in Luton. The family have three dogs, an owl and a ferret as pets. The whole of the ground floor and a bedroom upstairs are used for childminding. There is an enclosed rear garden for outdoor play. The childminder attends age-appropriate groups with children. He takes children to and collects children from the local schools and pre- schools. The childminder supports children who speak English as an additional language and children with special educational needs and/or disabilities. There are currently 17 children on roll, five of whom are in the early years age group and attend for a variety of sessions. He operates all year round from 5am to 9.30pm, Monday to Friday, except for

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Information about the setting

bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 provide even more opportunities for younger children to manage their emotions and to express themselves, for example, by using visual aids, such as, sand-timers, to further support children's understanding of the passing of time.

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who attend

Children thoroughly enjoy themselves at this setting. The childminder provides consistently high-quality rich-learning experiences for the children. They are cared for in a homely environment where they are at the centre of all activities offered. The childminder knows the children extremely well. He gathers a wealth of information about their likes, interests and routines prior to them starting. The childminder carries out sharply focused assessments, so that the next steps in their learning are identified and supported. Together with this information and his enthusiasm and knowledge about how children learn, an inspirational educational programme is planned. For example, he knows that children love messy play and construction. From this, he teaches children how to use recycled materials, such as paper to make building blocks. As a result, children are highly motivated, well challenged and eager to learn. Children's learning journals are of an

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who attend

exceptionally high standard; they contain purposeful observations and the next steps in children's learning. The childminder has a highly effective method to record and monitor children's progress, so that he can support them to make rapid progress in their learning. The childminder shares this information with his co-childminder and assistants so that they are all very aware of children's changing needs. Consequently, all children are developing first-class skills and attitudes in preparation for the next stage in their learning, such as starting school.

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who attend

The childminder successfully uses his knowledge of how children learn to help them gain new skills. For example, he engages them in constructing complex model building and they make interactive toys using a variety of tools. This supports children's co-ordination skills. In addition, he introduces children to technology and uses high-quality teaching to help them learn how to use this to aid their learning. He effectively tailors children's learning requirements, including those with English as an additional language or children with special educational needs and/or disabilities. For example, he is fluent in some languages. This supports their communication skills and ensures that they display the characteristics of effective learners. Children are enthusiastic and eager to learn, because the childminder always links their interests into activities that they enjoy. For example, they love playing with cars. The childminder sits alongside the children, and uses a

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who attend

running commentary, they discuss the different types of vehicles used and early numeracy skills are introduced. As result, children make connections in their learning and make rapid progress in their language development. Children also love the purposeful outings, such as, taking the owl for a flight in the nearby green area. In addition, outings include visits to museums, boat trips and woodland. Photographs show children enjoying treasure hunts, cooking, fishing and cycling in rural areas. Children and their families are able to borrow books, story sacks, games and resources that interest them. This means that children are highly motivated and their continued learning at home is supported.

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who attend

The childminder ensures that partnership working with parents is securely embedded. The childminder provides parents with up-to-date information about their children's progress through daily discussions. They are involved in planning, such as, sharing information about what their children are learning at home. In addition, the childminder encourages parents to share achievements from home and these are celebrated in the setting. The childminder appropriately implements the progress check for children between the ages of two and three years. This is shared with parents and health professionals. This means that any gaps in children's learning are quickly identified and supported.

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

Children are treated as part of the family. Consequently, children develop strong bonds with the childminder. He offers several meetings to parents and their children prior to them starting. This individually tailored settling-in arrangement is decided in partnership with parents. This ensures that children's care routines and specific requirements are superbly met and that there is a secure continuity of care. Children are completely involved in the setting. For example, he highly values their contributions and regularly includes older children's ideas into the day-to-day activities. Consequently, children develop strong bonds with the childminder. The childminder meets up with other childminders and their children at age-appropriate groups and specific activities organised for childminders and their minded children. Therefore, children develop relationships with others outside of the setting and learn to interact positively in slightly larger groups. This

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

contributes effectively to promoting children's emotional readiness for the next stage in their learning, such as starting school. The childminder is highly successful in fostering children's good relationships and social skills. For example, relaxed snack and meal times provide toddlers and older children with positive opportunities to enjoy each other's company. The childminder sits alongside them, supporting good manners and healthy eating habits. Meals provided are healthy and nutritious. The childminder encourages children to develop an understanding of having a healthy lifestyle. For example, he teaches them how to make healthy pizzas using the outdoor pizza oven. During this time, they learn how to keep themselves and their friends safe. The childminder has high expectations for children and they know what is expected of them, in terms of behaviour. Older children show that they are developing excellent

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

skills for the future as they remind younger children how to behave at the setting. Occasionally, younger children become express frustrated during routines or their play. The childminder intervenes effectively to help them understand, for example, he uses simple explanations to help children to continue playing. This supports their emotional development. The childminder recognises the benefits of using visual aids and how these could be used more consistently to help younger children manage their emotions.

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

The childminder ensures that the exceptional range of stimulating resources are rotated regularly and are easily available. This promotes children's independence. Children's physical skills are promoted exceedingly well. For example, the childminder teaches them to swim in the family heated pool. During winter months, ride-on toys are brought inside the gazebo for children to use. This means that children can practise their coordination skills and are effectively protected from the rain and wind. Children are given the freedom to make decisions over where, what and who they play with. In addition, areas have been created for different types of play and a low-level table is used for stimulating play and meal times. Children regularly visit the nearby park to further develop their awareness of safety and promote their physical skills, such as, running and safely using swings.

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provision

The childminder has an excellent knowledge of how to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. Children are very effectively safeguarded. The childminder has an extremely good understanding of safeguarding procedures. This is because he attends relevant training and ensures any new information gained is implemented into the robust polices and practice. He is very aware of the possible signs that children may be at risk and how to quickly take prompt action to protect children. This includes effectively working with outside agencies, so that children's welfare is protected. He works extremely well with his co-childminder and assistants to ensure that their safeguarding knowledge is also secure. The childminder ensures that they are suitable for their roles by ensuring professional development is followed and Disclosure Barring Service checks are obtained. Their overall practice is monitored to

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provision

ensure that they provide a high-quality service for children and their families. The childminder also ensures that he completes comprehensive risk assessments for all areas used by children and outings. This contributes to the high consideration that is given to ensure children are safe and secure. The childminder provides many opportunities for children to take supervised safe risks in their play and activities, such as cooking. The childminder has highly effective and detailed methods to monitor the progress and development of children. In addition, the childminder uses a robust method to monitor the effectiveness of the educational programmes. Since the last inspection, he has reviewed the assessment systems to identify children's next steps in their learning. This has had a positive impact on planning challenging and interesting activities, which suit children's stages of development. The childminder consistently evaluate his practice and that of his

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provision

co-childminder and assistants. He monitors their work through close communications and reviews the systems used to observe and assess children. In addition, he is always seeking to improve and develop his knowledge so that new information can be used to benefit the children's welfare and learning. As a result, the childminder ensures that high standards are continually maintained. The childminder welcomes children's and parents' views and these are effectively included in the monitoring process.

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provision

Parents state that their children love coming to the setting and that the childminder develops a strong rapport with their children. The childminder's comprehensive welcome pack and information on notice boards provides parents with a wealth of information about the service provided. The childminder works closely with other professionals. For example, when children start school he shares information about their learning needs with their new teachers. This contributes to ensuring transition time runs smoothly. The childminder is very aware of other professionals and the services that they provide. This means that any additional support needed to support children's welfare and learning can be easily obtained.

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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 EY429125 Local authority Luton Inspection number 850179 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 17

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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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