Childminder in Luton

Inspection date

Previous inspection date 20 April 2015 9 February 2011

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder's astute observations and assessments help all children to make good progress from their individual starting points. Consequently, children develop the good attitudes and skills they need to be successful when moving on to nursery and eventually, school.  The childminder provides a wide range of activities for children. Baskets and drawers display toys and equipment in an appealing way. This provokes children's interest and desire to explore resources. Therefore, children are able to make choices about what they do.  Children learn to be independent. This is because the childminder gives them small tasks and responsibilities, such as tidying away toys and choosing what cup to use. This also teaches children to make decisions and express their own ideas and preferences.  The childminder has a good understanding of how to keep children safe in her care. She is aware of child protection issues and can confidently explain what action she

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This provision is good

would take if she had a concern about children's welfare.

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It is not yet outstanding because:

 Drawing and writing activities are not always extended to the maximum. This is because children do not have ready access to other materials to fully extend upon their ideas.  Although the childminder undertakes regular training, this is not well matched to her needs and abilities. As a result, she does not gain any new ideas and approaches to further enhance her already good practice.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 enhance upon drawing and writing activities for children by introducing more ways for them to extend upon their ideas and develop their physical skills; for example by using paint, envelopes and scissors  develop a more challenging programme of professional development in order to gain new learning to fully enhance the good quality of practice even further.

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Inspection activities

 The inspector read through, and took account of the written feedback left by parents.  The inspector observed children's activities in the living room and dining area.  The inspector looked at documentation, including evidence of the suitability of the childminder and household members.  The inspector engaged in discussions with the childminder and children throughout the inspection at appropriate times.  The inspector and childminder discussed a spontaneous learning activity.

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who attend. This is good

The childminder teaches children well. She places a high emphasis upon developing young children's communication and language skills. As a result, even before they are able to talk, children learn to express themselves. Children equally develop good physical skills. The garden activities provide a wide range of opportunities for children to balance, climb and test out their large movements. Indoors, babies explore plastic balls of differing texture and size. Older children join magnetic cars together, enjoying the sensation of the resistance of the magnets. They develop this interest when drawing cars and practise their ability to make marks on white boards, paper and drawing boards. Children's attention turns to getting sheets of paper from the drawers and drawing on their hands. The childminder supports this. However, she does not always build upon these interests by introducing further resources and ways for them to extend upon these ideas and skills.

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who attend. This is good

Parents have active involvement in their children's learning as they contribute towards observations and assessments. This means that the childminder is able to precisely monitor the good progress children make in their learning and development.

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good

The childminder's calm and affectionate approach helps children to settle quickly. They form close bonds of attachment to her, seeking comfort when they awake from their morning nap. The childminder plans the daily routine well. This allows for her to spend individual time with children to help them to feel special and valued. The childminder manages children's health and hygiene well. She encourages older children to wash their hands and cooperate with nappy changing, while explaining what is happening to younger children. As a result, they all gain a relevant understanding, suitable to their age. Children enjoy walks to feed the ducks and play in the garden. This means that they exercise their bodies and learn about the world around them. Children behave well, because of the childminder's consistent boundaries and explanations. For example, the childminder explains to children why they should not draw on the walls.

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provision is good

The childminder carries out risk assessments and reviews the physical environment and equipment children play with. This helps to create a safe place for children to play and learn. Self-evaluation is effective and enables the childminder to make beneficial changes to her practice for children. The childminder is keen to continue her professional development. She already has a level 3 qualification and uses her knowledge to fully meet all the requirements of the Early Years Foundation Stage. However, recent training is not well matched to her needs. Therefore, the childminder learns little new information or ideas as a result of undertaking courses. Consequently, it does not challenge her to develop and extend upon her already good practice. The childminder has productive and professional relationships with parents. They praise her 'homely' and 'welcoming' care, which helps children to develop into confident and happy children.

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Setting details

Unique reference number EY363020 Local authority Luton Inspection number 863765 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 9 February 2011

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Telephone number

The childminder was registered in 2007. She operates all year round from 7am to 6.30pm, Monday to Friday, except for family holidays. The childminder will operate on bank holidays by arrangement. The childminder holds a relevant qualification at level 3.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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