Childminder in Bedford

Inspection date

Previous inspection date 15 May 2015 18 April 2012

p.1

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

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 builds good relationships with parents and successfully supports them in extending their children's learning. She lends parents resources and offers practical ideas for activities to try at home.  Children make good progress in their learning as the childminder uses purposeful teaching methods. She encourages children to initiate their play and supports this well through her positive interactions.  The childminder offers children creative play experiences that relate to their interests. These capture children's attention and they are motivated and eager to learn. This prepares them well for school and future learning.  The childminder continues to develop her practice. She carries out research and reads relevant journals, putting her new knowledge into practice. For example, she now extends children's creativity by offering them more craft activities.  The childminder pays close attention to providing a stimulating environment. For

p.1

This provision is good

example, children extend their play as they help themselves to appealing toys and craft materials displayed in small pockets and on hooks.  The childminder completes appropriate training and has a secure knowledge of safeguarding procedures. She prioritises children's safety in all areas and consistently promotes their welfare.

p.1

It is not yet outstanding because:

 The childminder does not always make optimum use of information from parents about their children's progress at home in order to enrich the activity planning.  The childminder does not always promote children's wider understanding of the relevance of all healthy lifestyle practices, and the associated social skills, to the maximum.

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

 enhance the planning procedures by making greater use of updates from parents about their children's learning and development at home  build on the opportunities for children to increase their awareness of the relevance of healthy lifestyles and associated social skills, for example, through talking about good hygiene practices and consistently encouraging children to sit down when eating.

p.2

Inspection activities

 The inspector observed activities in the childminder's house and garden, and viewed areas of the home used for childminding.  The inspector talked with the childminder and the children present, and reviewed an activity with the childminder.  The inspector looked at children's assessment records, planning documentation, evidence of the suitability of household members, the childminder's self-evaluation information and a range of other documentation, including the safeguarding procedures.  The inspector took account of the views of parents, as given in their written feedback to the childminder.

p.2

who attend. This is good

The childminder has improved her planning procedures so that she offers children a wide range of activities that promote their development in all areas. She makes good use of children's interests to extend their learning. For example, she uses their interest in cars to help them count and identify shapes and colours. The childminder observes children as they play and updates her assessments of them. She does not always make full use of parents' updates to fully inform the planning and promote children's development to the maximum. The childminder plans activities that encourage children to explore and extend their knowledge. For example, they make bug hotels and log piles, checking these to see what insects they can find. Children then examine these with magnifying glasses, make their own illustrations and look in books to identify each one. The childminder encourages children to use resources creatively, thereby extending their skills in experimenting and

p.3

who attend. This is good

solving problems. For example, children become totally engrossed as they explore pots of paint. They mix these on the pavement and name the new colours they are making. They then add water and note how this changes the consistency and appearance of the paint.

p.3

good

The childminder makes good use of information from parents so that she understands children's needs. As a result, children settle well and have secure relationships with her. She promotes their confidence and helps them learn how to communicate and interact appropriately. For example, she sensitively supports children who speak English as an additional language. She offers them opportunities to speak in their home language and uses good techniques, such as reading and gentle repetition, to help them learn English. They quickly learn to speak in sentences and eagerly express their views and ideas. These sensitive interactions support children in developing positive outlooks and they are emotionally prepared for the move to school. The childminder talks with children about healthy food choices, supporting them in promoting their good health. However, she misses some opportunities to promote this, along with some social skills, to the maximum.

p.3

good

For example, she does not offer consistent explanations about the relevance of hygiene practices and children do not always sit down to eat.

p.3

provision is good

The childminder's good understanding of the Early Years Foundation Stage supports her in consistently meeting all requirements. Her thorough self-evaluation is linked to action plans and leads to improvements in the provision for children. For example, enhanced resources in the garden mean that children now enjoy additional outdoor learning opportunities. The childminder continuously monitors children's progress, enabling her to quickly address any weaker areas. For example, she now offers children more resources and activities that support their early reading and writing skills. The childminder works well with other childcare settings. She offers children activities that complement those they have participated in at pre-school, thereby extending and reinforcing their learning.

p.3

Setting details

Unique reference number EY431617 Local authority Bedford Borough Inspection number 853229 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

p.4

Name of provider

Date of previous inspection 18 April 2012

p.4

Telephone number

The childminder was registered in 2011 and lives in Bedford. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She supports a number of children who speak English as an additional language.

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