Childminder in Luton

Inspection date

Previous inspection date 5 August 2015 1 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 uses purposeful teaching methods. She offers children resources and play experiences that closely reflect their interests and developmental needs. As a result, children are excited about their play and keen to learn. They make good progress and the childminder prepares them well for school.  The childminder attends regular safeguarding training and so maintains a good knowledge of this area. She fully understands the procedure to follow to record and report any concerns about children in her care. As a result, she consistently promotes children's welfare.  The childminder talks with parents about activities that children particularly enjoy and offers ideas to build on these at home. In this way, she helps parents to extend their children's learning.  The childminder attends a wide range of training in order to develop her practice further. She uses her new knowledge to benefit children. For example, younger children

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This provision is good

now have more opportunities to explore textures, shapes and sounds.  The childminder interacts well with children. She supports them in expressing their views and in listening to each other and respecting the views of others. This aids the development of children's language skills and helps them to understand how to interact appropriately.

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It is not yet outstanding because:

 The childminder does not always make full use of information from parents about their children's progress at home, in order to enrich the activity planning.  Children's growing awareness of how exercise and healthy eating affect their good health, is not always reinforced by the childminder.

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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

 make greater use of ongoing information from parents about their children's learning and development at home  extend the opportunities that support children in understanding how healthy eating and exercise affect their good health.

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Inspection activities

 The inspector observed activities in the childminder's house and garden.  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 and evidence of the suitability of household members. She viewed 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.

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who attend. This is good

The childminder has improved her planning so that activities and resources are now more effective in promoting each child's development. She makes sure that children have opportunities to develop their skills in exploring and finding things out for themselves. For example, they use a range of resources and techniques to create new colours and patterns with paints. The childminder observes children and updates her assessments of them. However, she does not always make full use of parents' updates to inform her assessments and support her in promoting children's development to the maximum. The childminder supports children of all ages to interact and share their knowledge. Older children enjoy demonstrating new skills to younger ones and this also provides a chance for them to review their own learning. The childminder makes good use of opportunities to extend children's thinking. For example, they play a fishing game and eagerly count the

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who attend. This is good

toy fish as they catch them. The childminder then offers them toy animals and they sort these according to whether they like to live in or near water or on land. Activities such as this contribute to the development of children's physical and mathematical skills and their knowledge of the natural world.

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good

The childminder works with parents to obtain clear initial information about children's needs. Her good settling-in procedures mean that children are secure and build close bonds with her. She sets clear boundaries and works alongside children to help them understand how to manage their behaviour. They show care and concern for each other and readily take turns and share toys. Children wash their hands before eating and the childminder helps them understand why good hygiene is important in helping to stay healthy. However, they have fewer opportunities to understand how exercise and a balance of nutritious foods help them to maintain a healthy body. The childminder praises children's efforts and encourages them to persevere at tasks they find harder. In this way, she supports children in looking positively at their learning and helps them to develop the emotional stability needed when they start school.

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provision is good

The childminder maintains a good knowledge of the Early Years Foundation Stage. She implements clear policies that support her in meeting all requirements. The improved risk assessment of outings helps to ensure children's safety. The childminder has developed her self-evaluation so that this supports her in making relevant changes. Improvements to the garden mean that children now have additional outdoor learning opportunities. The childminder works well with other childcare settings. She exchanges information with the local pre-school, thereby enabling them to work together to promote children's development. The childminder regularly checks children's progress and takes action to address any weaker areas. Additional activities to support children in recognising numbers, shapes and sizes have led to a significant improvement in their mathematical skills.

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Setting details

Unique reference number 104990 Local authority Luton Inspection number 874699 Type of provision Childminder Registration category Childminder Age range of children 0 - 13 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 1 February 2011

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Telephone number

The childminder was registered in 1998 and lives in Luton. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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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