Childminder in Luton

Inspection date

Previous inspection date 3 December 2015 3 February 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder completes additional training and makes good use of her childcare qualification. She now looks more closely at how children play and uses this information to inform the provision of play opportunities that reflect children's learning styles.  Children enjoy a wide range of activities, including some that are familiar to them and others that offer them new experiences and challenges. The childminder's good interaction and support means that children enjoy the activities and learn key skills. This prepares them well for school.  The childminder regularly checks children's progress and acts quickly to address any weaker areas and to close potential gaps in their learning. She now offers younger children additional opportunities to count and use numbers as they play, thereby strengthening their mathematical knowledge.  The childminder supports parents well in extending their children's learning and

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This provision is good

development. She uses her experience and childcare knowledge to offer guidance about child developmental stages. She also offers practical information about activities, so that parents can try these at home with their children.  Children gain a good awareness of diversity. They find out about their local community as they use nearby facilities, such as the library, parks and children's groups. This supports them in learning to respect each other and also helps them to understand how they can play a positive part in their community and in wider society.

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It is not yet outstanding because:

 The childminder does not always make the most of all opportunities to support children in fully developing their skills in critical thinking.  The childminder does not always make full use of all information from parents about their children's ongoing progress at home in order to enrich the activity planning.

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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

 extend the opportunities for children to think critically during activities and discussions  make greater use of updates and information from parents about their child's learning and development at home to contribute to even more precise planning.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning, and viewed the garden and areas of the home used for childminding.  The inspector talked with the childminder and children at appropriate times throughout the inspection, 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. The inspector 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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Effectiveness of the leadership and management is good

The childminder uses her experience and good knowledge of the Early Years Foundation Stage to ensure that she meets all requirements. She has successfully addressed the previous inspection recommendation and now makes greater use of assessment information to plan activities that promote children's individual development. The arrangements for safeguarding are effective. The childminder regularly refreshes her training and has a good understanding of how to report any concerns about children's welfare. The childminder works well with other childcare settings so that children move smoothly between settings and their learning is not interrupted. The childminder evaluates her work well and makes relevant improvements. For example, the reorganisation of the indoor resources means that these are now more accessible and children can make independent choices about their play.

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Quality of teaching, learning and assessment is good

The childminder observes what children are doing and intervenes appropriately to help them build on their play. For example, when she notices children transferring dry pasta into pots and shaking these, the childminder introduces pots with lids. Children become engrossed and develop their creativity and physical skills as they carefully fill the pots and listen to the different sounds they make. The childminder offers children resources that support them in learning to explore, adapting these so that children of all ages participate. For example, older children are excited as they find objects hidden in a tray of coloured rice. Younger children safely participate and are captivated as they explore clear tubes filled with rice. They learn to roll these so that they can see the exciting items, such as coins and toy cars, hidden inside. The childminder then extends children's language skills as she encourages them to name and describe the objects.

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Personal development, behaviour and welfare are good

The childminder obtains thorough initial information from parents so that she understands children's needs. She plans the daily routines to allow for these and to comfortably meet the needs of each child. This aids children in settling in and they soon build warm relationships with the childminder. She makes good use of daily opportunities, such as playing with toy food, to help children understand about different foods and the importance of a balanced diet. Children learn to manage their behaviour as the childminder talks with them about this and helps them to understand how they affect others. The childminder praises children and encourages them to keep trying. For example, children persevere until they become competent in operating wooden pop-up toys. These thoughtful daily interactions help children to believe in their own abilities and build their confidence and emotional stability in readiness for school.

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Outcomes for children are good

Children are making good progress in all areas of their learning, based on their individual starting points. Any emerging gaps in their development are addressed swiftly. Children are gaining the necessary knowledge and skills to support their future learning, preparing them for school.

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Setting details

Unique reference number EY288577 Local authority Luton Inspection number 848741 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection 3 February 2011

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Telephone number

The childminder was registered in 2004 and lives in Luton. She operates all year round from 7.30am to 5.30pm, Monday to Saturday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 5.

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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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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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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