Childminder in Central Bedfordshire

Inspection date

Previous inspection date 14/01/2015 12/06/2009

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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 childminder's purposeful teaching methods mean that her assessments of children are accurate and she has a good understanding of their developmental needs. This information informs her planning so that the activities promote each child's learning.  The childminder pays attention to providing a stimulating environment, where resources are creative, varied and accessible. As a result, children are eager to play and explore and have positive attitudes to learning.  The childminder works well with parents so that she understands each child. Consequently, she offers them relevant support and reassurance so that they feel secure and settled.  The childminder attends additional training in order to maintain a good knowledge of safeguarding procedures. As a result, she promotes children's welfare and safety well.

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It is not yet outstanding because

 The childminder does not always make the most of all opportunities to encourage children to develop their critical thinking skills to the maximum.  Children do not develop the optimum understanding of all healthy practices as the childminder occasionally forgets to reinforce this through daily hygiene routines.

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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 viewed areas of the home used for childminding.

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Inspection activities

 The inspector talked with the childminder and the children present and reviewed an activity with the childminder.

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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.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, in a house in Biggleswade. The whole of the ground floor, one bedroom and the bathroom on the first floor and the rear garden are used for childminding. The family has one dog. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and parks on a regular basis. She takes children to and collects them 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 childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She 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:

 extend the opportunities for children to think critically during structured activities, for example, by asking more open-ended questions and allowing them further time to answer

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

 build on the opportunities for children to increase their awareness of the relevance of healthy lifestyles, with particular reference to routine hygiene practices.

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who attend

The childminder uses purposeful teaching techniques to support children so they make good progress in their learning and development. She efficiently assesses children's starting points and uses this information to plan appropriate activities and to monitor children's progress. The childminder has addressed the recommendation from her previous inspection and has improved her assessments of children. She now uses these more effectively to plan activities supporting children in reaching the next stage in their learning. She completes the progress check for children between the ages of two and three years. This supports her in noting any areas where additional support is needed. The childminder communicates well with parents and keeps up to date with children's development at home. She also supports parents in extending their children's learning. For example, she provides practical information about specific activities that children have

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who attend

enjoyed so that parents can continue these.

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who attend

The childminder supports children in developing skills and a positive outlook, preparing them well for school. She ensures the environment reflects children's interests and is stimulating and accessible so they are eager to explore and experience new play opportunities. For example, when children note that a toy tree house reminds them of their favourite film, the childminder helps them to adapt this. They create a role-play area resembling a scene from the film. Children delight in playing in this area and develop their imagination and communication skills as they act out parts of the film. The childminder plans activities relating to children's next steps in learning and promotes their development. For example, while supporting children to recognise colours the childminder introduces a large mat with coloured circles. The children enjoy finding toys and household items and placing them on the correct circle.

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who attend

In most activities the childminder encourages children to develop their creative skills and critical thinking. For example, when children decide to draw pictures of themselves, the childminder allows them time to do this. She then asks if they want a mirror and the children enjoy examining their facial features and trying to portray these in their own illustrations. However, the childminder does not always make optimum use of all opportunities during structured activities and occasionally these do not fully encourage children's problem-solving skills. For example, when children bath dolls, the childminder adds bubble mixture to the water and tells the children what will happen if they squeeze the sponges, rather than letting them work this out for themselves. Therefore, they do not get the very maximum benefit from this activity. Children enjoy a wide variety of activities that promote the development of both their larger and finer physical skills. They develop

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who attend

coordination and control of their smaller muscles as they thread pipe cleaners through the holes in colanders. The childminder offers meaningful opportunities to help children appreciate diversity. For example, they look at how different festivals are celebrated and learn about their community as they participate in a local event where they make stars to put on a community Christmas tree.

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

The childminder meets with parents and gathers a wide range of information about children. She then uses this to inform the support and daily activities for each child. As a result, children feel secure and quickly settle. The childminder is positive and enthusiastic in her interactions with the children. They can see she genuinely enjoys being with them and they respond positively to this; they are emotionally secure and have warm relationships with the childminder. For example, older children naturally include her in their play and babies snuggle against her as they wake from their nap.

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

The childminder is vigilant and notices children's efforts and achievements, offering them lots of praise. This promotes children's confidence as they are positive in regards to their ability to persevere, learn and achieve, preparing them for their future learning. The childminder supports children in building a good understanding of how to manage their behaviour, setting a good example through her own interactions. Children respond by showing care and affection for each other. For example, older children are careful when playing near the younger ones, often pausing in their play to show them how to use different toys. The childminder involves children in simple daily tasks promoting their independence, for example, they help set out the plates and bowls for lunchtime. She discusses safety issues with children. Older children understand why they need to stay close to the childminder when walking home from school. Children gain a generally good awareness of the

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

relevance of most healthy lifestyle practices. They talk about healthy food options when they choose what to have for their snack. The childminder offers them daily opportunities for fresh air and exercise and they talk about how this affects their bodies. However, the childminder occasionally forgets to implement her good hygiene routines, such as washing hands before snack time. Therefore, children's learning about good hygiene practices is not maximised.

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provision

Since her last inspection, the childminder has improved her risk assessments so they cover all areas, including specific activities and outings. This ensures children play safely, both inside and outside the home. The childminder consistently promotes children's welfare as she attends relevant training and implements thorough safeguarding procedures. She keeps up to date with any changes and is fully aware of the process to follow should she have any concerns regarding children in her care. Her practical daily procedures ensure she promotes all aspects of children's welfare. For example, she asks visitors not to use their mobile telephones in her home in order to prevent any misuse of photographs of children.

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provision

The childminder regularly reviews her policies and procedures to ensure these support her in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She is committed to continuously developing her practice, attending a range of training to support this. For example, after attending specific training, the childminder laminated several books so they could be used outside. Children now enjoy reading in the garden and taking books on outings, thereby promoting their early reading skills. The childminder has secure procedures to monitor each child's learning and development. Her practical assessments of children clearly show their progress in each area. She checks these regularly in order to note any areas where they may require further support. The childminder's thorough evaluation of her work means she has a good overview of her strengths and weaknesses. She uses this information to inform further improvements. For

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provision

example, her recent reorganisation of the toys means younger children are more able to easily access a wider range.

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provision

The childminder has good partnerships with other people caring for children so children's care is consistent and their learning is promoted. She talks with staff at the local pre- school and uses a communication book to exchange assessment and planning information. The childminder does not currently care for any children who have special educational needs and/or disabilities. However, she has experience in this area and demonstrates a clear understanding of the support available and how to access this if needed. The childminder works well in partnership with parents. She frequently shares children's assessment records with parents so they are aware of their children's progress and activities. Parents hold the childminder in high esteem and report that they appreciate her good communication methods and the care and attention she gives to each child.

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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 EY297267 Local authority Central Bedfordshire Inspection number 861609 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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