Childminder in Central Bedfordshire

Inspection date

Previous inspection date 30 April 2015 Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable How well the early years provision meets the needs of the range of children who attend Good 2

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The childminder makes learning fun and challenging for children. She produces resources, such as finger puppets for rhymes, tubes for inserting coloured pom-poms, and ducks, marked with letters and numbers, for sorting. As a result, children engage with literacy and mathematics in new and fun ways.  The childminder develops strong partnerships with parents. She implements ideas to fully involve them and promote a shared approach towards children's care and learning. This means that children have very good continuity in their learning and development.  The childminder successfully promotes children's well-being. She offers flexible settling- in routines. These include inviting children and parents to spend time in the home, to ensure that children have sufficient time and support to form close bonds with her.  The childminder helps children to appreciate the world around them. Children explore cultural celebrations, such as Australia Day, Diwali or St. George's Day. They complete

p.1

This provision is good

art activities, cook and taste foods or, for example, dress-up as knights. Consequently, they are helped to become interested in what they see and hear around them.  The childminder develops strong partnerships with other settings that children attend. She has a detailed approach towards sharing all aspects of children's learning and development with others. This means that the childminder ensures that children have continuity in their learning and development, enabling them to make good progress.

p.1

It is not yet outstanding because:

 On occasions, children are not provided with sufficient time to freely explore materials and think through their own ideas when they are playing.  Planned opportunities for learning are not as rich in the outdoor environment as they are indoors.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 expand the opportunities for children to develop their own ideas during activities, in order that they learn to make decisions for themselves  extend the already good planning to make sure that outdoor play has the same breadth of learning opportunities as those indoors.

p.2

Inspection activities

 The inspector observed activities in the childminder's house and talked with the childminder and children at appropriate times throughout the inspection.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector looked at a range of documentation, including policies, evidence of the suitability of household members, observation and assessment documentation and the safeguarding procedures.  The inspector discussed with the childminder, the activities that had been carried out.  The inspector reviewed the childminder's self-evaluation record and other records of reflective practice.

p.2

who attend. This is good

Children are engaged in their learning because the well-qualified childminder uses particularly detailed observations and assessments. This enables her to plan activities that build on their interests and underpin learning. This helps them to be ready for the next stage in their learning or for school. For example, she provides activities, such as role play with tractors and vehicles, farms animals and natural materials, to build on children's observed interest in cars and trucks. She supports children's progress well because she introduces new learning into such activities. For example, by talking to younger children about full and empty cups or big and small tractors, she supports their mathematical development. In addition, the childminder provides a wealth of natural materials for children to feel, such as rice, compost, logs and feathers. She talks with them about how the materials feel; this helps to expand their vocabulary and communication. However, the

p.3

who attend. This is good

childminder sometimes steps in too quickly to suggest how children may use the resources provided. This inhibits their decision making and free exploration.

p.3

good

Children develop a good awareness of personal hygiene because the childminder introduces them to simple routines. For example, they wash their hands before eating and they remove their own shoes when coming into the home. Children are physically active. They enjoy walks to the river to feed the ducks, activity groups and some play in the garden. However, while outdoor activities are offered, the planning does not ensure that they are as rich and diverse, all year round, as those indoors, in order to support those children whose preferred learning style is outdoors. The childminder encourages children to be aware of others. For example, children are helped to share toys and to take turns from a young age. Children become self-confident in larger social circles because they attend regular groups. This aids in their preparation for school.

p.3

provision is good

The childminder demonstrates that she understands her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She implements robust procedures relating to aspects of safeguarding, including child protection and safety in the home. Consequently, children are protected. Her self- evaluation is insightful and incorporates the views of parents and children. The childminder continually updates her knowledge through independent research, attendance at a childminder support group and through external professional evaluation. Training attended has enabled the childminder to promote literacy for children even further. Consequently, the childminder shows a dedicated attitude towards improvement. She monitors children's progress closely through her observations and by consulting with parents regularly. Consequently, the childminder ensures that all children make good

p.3

provision is good

progress. She fully understands the need to work in partnership with other settings and agencies where necessary.

p.3

Setting details

Unique reference number EY442501 Local authority Central Bedfordshire Inspection number 956421 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.4

Name of provider

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2012 and lives in Sandy. She operates all year round from 8.15am to 5.30pm, Tuesday to Friday, except for bank holidays and family holidays. She also works on Mondays for a limited number of hours, when required. The childminder is registered to provide funded early education places for three- and four- year-old children. She holds a qualification at level 3.

p.4

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.

p.4

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.

p.4

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’.

p.5

Telephone number

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

p.5