Setting

Inspection report for early years provision

p.1

EY340673 Unique Reference Number 19 January 2007 Inspection date Louise, Caroline Bonney Inspector

p.1

Childcare Type of inspection Childminding Type of care

p.1

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

p.1

ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

p.2

The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough

p.2

The key inspection judgements and what they mean

For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

p.2

THE QUALITY AND STANDARDS OF THE CARE

On the basis of the evidence collected on this inspection:

p.2

THE QUALITY AND STANDARDS OF THE CARE

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

p.2

WHAT SORT OF SETTING IS IT?

The childminder was registered in 2006. She lives her husband and two children aged eight and 13 in Aldershot, Hampshire. The ground floor of the childminder's house is mostly used for childminding and there is a fully enclosed garden for outside play.

p.2

WHAT SORT OF SETTING IS IT?

The childminder currently cares for four children, a baby full-time and three children before and after school and during the holidays. She is registered to care for a maximum of six children at any one time. The childminder walks to local schools to take and collect children. The childminder attends the local parent/toddler group and toy library. The family has a dog.

p.2

WHAT SORT OF SETTING IS IT?

The childminder is a member of the National Childminding Association.

p.2

WHAT SORT OF SETTING IS IT?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

p.2

Helping children to be healthy

The provision is good. Children receive protection from illness and infection and play in premises that are warm and clean. The childminder rigorously ensures babies' equipment is clean and hygienic. For instance, she cleans the high chair and nappy changing mat before and after use with disinfectant wipes and wears gloves when changing nappies. Children use toys that the childminder regularly washes and when babies play on the floor they lie on a clean play-mat. The childminder shares her sickness procedure with parents, which ensures those with contagious illnesses stay home. This prevents the spread of germs and protects children's health well.

p.3

Helping children to be healthy

Babies cope well with their day through the childminder establishing routines for sleeps and feeds. This helps to ensure they have enough energy to participate happily in their activities. Children have their dietary needs met by the childminder liaising with parents. She carefully reheats foods brought from home and cuddles babies when feeding from a bottle. Children have their preferences taken into account and children have healthy snacks such as a banana or cheese. Children have frequent drinks of water or juice and babies have boiled water between feeds. This helps children develop an understanding of healthy eating and drinking.

p.3

Helping children to be healthy

Children have their medical needs met. The childminder attends training for first aid and has consents from parents for requesting medical support in an emergency. She shares any health concerns immediately with parents, such as when babies seem unsettled so that they can decide whether to see the Health Visitor or doctor. This supports the continuing good health of the children.

p.3

Helping children to be healthy

Children benefit from daily opportunities for physical activities. They walk to and from school and often visit the park on the way home. Indoors, babies have space to roll as they play on the floor with toys nearby to encourage them to stretch and reach. Children attend indoor activity clubs and toddler groups. This contributes to the children's good health.

p.3

Protecting children from harm or neglect and helping them stay safe

The provision is satisfactory. Children play in a safe and welcoming environment. They easily access their toys from low storage units under the stairs. They use toys that are in good condition and well organised, with baby toys kept separately for safety. This helps to ensure children use resources that are suitable for their ages and stages of development. The childminder identifies risks in her written assessment, and reduces most hazards effectively. She places babies in the cot if she has a task to do, such as warming their bottle. This keeps them safe. However, low glass is not safety glass and knives are accessible to children and so remain hazardous.

p.3

Protecting children from harm or neglect and helping them stay safe

Children develop awareness of how to be safe. For instance, they practise the fire drill every month, and know the collection procedure after school. Older children access their toys safely away from babies to prevent their reaching any smaller parts. On outings the childminder talks to older children about safety. For instance, when at the Bowling Alley she ensures they

p.3

Protecting children from harm or neglect and helping them stay safe

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 understand how to safely handle the heavy balls to avoid accidents. Children also have suitable challenges as they use large apparatus in the park, or play games such as swingball in the garden. Babies begin to learn to balance as they stand with the childminder securely holding their arms. This helps them to learn control and evaluate risk.

p.3

Protecting children from harm or neglect and helping them stay safe

Children receive protection from the childminder having sufficient understanding of her role in safeguarding them from possible abuse or neglect. She shares her written policy with parents and knows to record any existing injuries. She has contact numbers readily available and printed materials to support her implementing appropriate procedures in case of any concerns. This safeguards the children well.

p.4

Helping children achieve well and enjoy what they do

The provision is good. Children experience a good variety of activities which contribute well to their overall development. All ages of children access a wide range of resources indoors and outside. The childminder supplements her provision by borrowing additional toys and books from local libraries. Children access large apparatus at toddler groups, or when visiting parks and gyms. This stimulates children's play and learning.

p.4

Helping children achieve well and enjoy what they do

Children have warm and caring relationships with the childminder and her family and respond well to the attention they receive. Babies listen and react positively as the childminder bounces them on her knee, making close eye contact and repeating sounds. They make connections as they lie on the play-mat, touching flaps of material that feel different and make sounds. They play with books that make sounds when pressed, and show excitement as they look at themselves in play mirrors. They develop strength as they lie on their front and back and have space to practise rolling over. Children have opportunities to socialise in larger groups when they attend toddler and rhyme groups. This helps babies make good progress. The childminder is aware of the 'Birth to three matters' framework, and is keen to attend training to help her develop her provision.

p.4

Helping children achieve well and enjoy what they do

Children hang up their coats on arrival home from school on the low pegs especially provided for them, and make choices about the snack they want. They freely select their own activities from the easily accessible resources. This helps them develop independence. On the way home from school children visit the park to burn off some energy. Once home they enjoy cookery and art and craft activities, and occasionally go bowling. Children learn about wildlife as they make bird feeders out of lard and seeds, which they then take home to hang up. In the holidays they go on outings, such as to a museum or indoor activity centre. This provides variety and stimulates their interest in their activities.

p.4

Helping children make a positive contribution

The provision is good. Children benefit from the childminder establishing friendly and business-like relationships with parents. They share information at introductory meetings and through written materials, such as her brochure, contracts and child detail forms. This helps her clearly identify their individual

p.4

Helping children make a positive contribution

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 needs and provides good information to parents about the provision. She shares her documentation and records with parents and liaises with them on a daily basis at handover. This provides good continuity of care.

p.4

Helping children make a positive contribution

Children develop a sense of belonging and relax in the comfortable environment. Each child has their own folder to keep their art work in. They hang their coats on specially low coat pegs and know that the childminder takes account of their preferences at snack time. They independently access their toys. This makes children feel welcome at the provision. Children behave well. They know the clear and consistent boundaries the childminder sets. The childminder liaises with parents and uses star charts successfully, finding that children respond well to praise. She shares her written rules for behaviour with older children. This helps children understand how to behave appropriately.

p.5

Helping children make a positive contribution

Children have good opportunities to extend their understanding of the wider world. For instance, children read books about other countries and the people that live in them, or role-play with dressing-up clothes and pretend to cook using a wok. All children have equal access to the whole range of resources, which prevents any stereotyping. However, there are no resources available to reflect positive images of disability.

p.5

Organisation

The organisation is good. Children benefit from the good organisation of the provision. They have easy access to a suitable range of toys and space to move about freely as they play. Children receive plenty of support during their activities due to the childminder managing her time and ratios well. They are familiar with the set routines, such as around sleep or school collection times. This gives their day rhythm and helps children settle and feel secure.

p.5

Organisation

The childminder evaluates her provision well through seeking advice from her childminding mentor. She identifies future training, such as for the 'Birth to three matters' framework. This benefits the children through the constant development of the provision.

p.5

Organisation

Children have their welfare supported through the childminder developing and implementing appropriate written policies and procedures. She maintains documentation and records well, sharing these with parents. This helps children receive continuity of care.

p.5

Organisation

The childminder meets the needs of the range of children for whom she provides.

p.5

Complaints since the last inspection

Since registration there have been no complaints made to Ofsted that require the provider or Ofsted to take any action in order to meet the National Standards.

p.5

Complaints since the last inspection

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

p.5

THE QUALITY AND STANDARDS OF THE CARE

On the basis of the evidence collected on this inspection:

p.6

THE QUALITY AND STANDARDS OF THE CARE

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

p.6

The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • assess the risks to children in relation to low glass and sharp knives and take action to minimise these.

p.6

The quality and standards of the care

set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk

p.6

The quality and standards of the care

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

p.6