Setting

Inspection report for early years provision

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EY342646 Unique Reference Number 15 March 2007 Inspection date Alison Edwards Inspector

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Childcare Type of inspection Childminding Type of care

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

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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.

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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

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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.

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THE QUALITY AND STANDARDS OF THE CARE

On the basis of the evidence collected on this inspection:

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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.

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WHAT SORT OF SETTING IS IT?

The childminder was registered in 2006. She lives in a terraced house in a southern suburb of Nottingham with her four-year-old daughter. Minded children use the ground floor of the house with access to the first floor bathroom as needed. There is a rear courtyard for outdoor play. The childminder is registered to care for a maximum of five minded children under eight at any one time. There are currently four minded children on roll.

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Helping children to be healthy

The provision is good. Children are cared for in a clean, warm and well-ventilated home, so helping to maintain their good health. They develop growing independence in simple good hygiene routines, for example when they use a step stool and individual flannels to wash their hands in the first-floor bathroom.

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Helping children to be healthy

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 They show growing awareness of self-care issues, for example as they talk about needing to put their hoods up to stay dry when walking in the rain. The childminder has systematic arrangements in place to share relevant information with parents regarding any medication needs or accidents, so enabling parents and childminder work together effectively to meet children's needs. The childminder's clear understanding of how to apply current health and hygiene guidelines, such as establishing clear sickness exclusion arrangements with parents, helps minimise risks of cross- infection and ensure children's continued well-being.

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Helping children to be healthy

Children's physical development is well supported. Children are able to relax or be physically active according to their individual needs because the childminder takes account of issues such as their levels of tiredness after a day at school or early morning waking when planning activities and routines. Children who need to do so are able to rest quietly on a comfortable sofa or travel cot in the main lounge, whilst other children continue activities in the playroom. Children routinely experience physical activity in the open air when walking to and from school or nursery. They develop a range of large movement skills in activities such as using wheeled toys, using a basketball hoop, or in responding to music by dancing or action songs. Daily activities offer a good range of activities encouraging children to develop their hand-eye coordination. For example, a younger child pours her own drink from a small jug or develops mark-making skills

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Helping children to be healthy

through drawing and painting, whilst older children extend their dexterity as they fold and fasten paper with clips when making model helicopters.

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Helping children to be healthy

There are good arrangements for the childminder and parents to share information on children's dietary needs and preferences so that these are met. Meals and snacks provided by the childminder are usually home cooked, using fresh ingredients such as fruit and vegetables, so helping to encourage children's healthy eating. Children are offered drinks at frequent intervals, so helping to ensure they take sufficient fluids.

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Protecting children from harm or neglect and helping them stay safe

The provision is outstanding. Available space and resources are extremely well used to promote children's safety and development. Very high priority is given to ensuring areas of the premises used by children are secure and safe, in order to encourage children's confident and independent use. For example, young children confidently make safe and independent use of the first floor bathroom because the childminder has taught them how to climb the steep stairs carefully using the handrails, and is confident they are unable to access the attic or first floor bedrooms because additional stairgates are fitted. Within the bathroom, provision of a step stool, liquid soap, and individual flannels further promotes children's independent self-care skills.

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Protecting children from harm or neglect and helping them stay safe

The childminder makes excellent use of her previous experience in childcare to create an extremely attractive and stimulating environment, enabling children to safely and purposefully choose between a range of high quality and very well presented resources. For example, within the front playroom children greatly enjoy painting at a low easel, using readily accessible painting overalls, stocks of paper and a varied selection of brightly coloured paints in lidded pots with chubby safety brushes. A very well-presented role play area, including a play kitchen, well-stocked with utensils and play foods, enhances their independent pretend play, enabling

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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 them, for example, to carefully feed and care for a group of dolls with different skin tones and ethnicity.

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Protecting children from harm or neglect and helping them stay safe

Extremely good use is made of available storage space to encourage children to safely take increasing responsibility for themselves and their surroundings. For example, a low coat stand enables them to independently put away their outdoor clothes, whilst well-labelled storage units in the under-stairs cupboard and well-stocked low book shelves in the play room encourage children to select and tidy away their chosen resources purposefully and carefully.

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Protecting children from harm or neglect and helping them stay safe

The childminder makes extremely good use of the small, fully enclosed rear courtyard to promote children's outdoor play. For example, a basketball hoop fitted to the wall of the house enables children to develop their coordination and ball skills, whilst a large covered multi-purpose sand and water tray with varied levels and sections provides scope for children to purposefully explore the properties of different substances.

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Protecting children from harm or neglect and helping them stay safe

Extremely high priority is given to promoting children's safety. Clear and concise procedures, individual to the setting, demonstrate that the childminder has given very careful thought as to how to manage outings or potential emergencies such as a child not being collected. From an early age, children are actively encouraged to develop a very clear awareness what to do in potential emergencies. For example, emergency evacuations are frequently practised from different areas of the house, and pre-school children are very clear on what action to take if the smoke alarm goes off. The childminder also actively helps them recognise and understand potential hazards within daily routines, for example, explaining simply to them why she makes sure hot drinks are out of their reach. The childminder takes extremely comprehensive steps to minimise potential hazards to children, including the use of safety controls to the gas fire

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Protecting children from harm or neglect and helping them stay safe

to ensure children are unable to turn it on, and by using sturdy safety catches on all accessible kitchen storage and appliances.

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Protecting children from harm or neglect and helping them stay safe

The childminder has attended recent local training on safeguarding children and has a very clear understanding of what child abuse and neglect mean, and of her responsibilities to act on any child protection concerns. A very clear and concise written child protection policy is in place and is shared with parents, so enhancing their understanding of arrangements to safeguard children's welfare.

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Helping children achieve well and enjoy what they do

The provision is good. Children are extremely confident and settled in the childminder's affectionate and responsive care. A stimulating environment helps them develop interest and enjoyment in a variety of activities helping to support their thinking skills, physical development and imagination. For example, a pre-school child shows sustained interest in completing a series of jigsaw puzzles before choosing to spend time feeding and soothing dolls in the pretend play corner and then moving on to painting at the well-stocked easel. The childminder retains awareness of children's activities throughout. She prioritises spending time talking and playing with children to extend their concentration and thinking, for example by explaining how to match colours and shapes of jigsaw pieces. She is also careful to ensure children have scope to play without her, either individually or in small groups, in order to encourage their independence and social skills.

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Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 Children's daily routines are flexibly planned to include activities inside and outside the home. For example, outings on foot to local facilities such as toddler groups or library story sessions help children become familiar with their local neighbourhood and socialise with others. Use of resources such as sand, playdough or paint helps them investigate different materials and express their creative ideas, whilst board games, and some use of simple work sheets, support children's recognition and use of numbers and letters. Children are sometimes encouraged to think about how things work. For example, older children predict how different folding and fastenings, such as paperclips, will affect the performance of paper helicopters they are making.

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Helping children achieve well and enjoy what they do

The childminder is not yet fully familiar with the 'Birth to three matters' framework giving guidance on provision for younger children.

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Helping children make a positive contribution

The provision is outstanding. Extremely high priority is given to helping children recognise and respect diversity. Their own individual care, cultural and health needs, such as allergies or dietary needs, are identified through records and initial discussion with parents, enabling these to be met. Within their daily routines, they actively enjoy using many high quality and very well-chosen resources encouraging them to recognise and respect diversity. For example, they are absorbed when using and talking about attractive jigsaws showing people using spectacles or mobility aids to participate fully in different activities. They show care and concern when feeding and soothing a group of dolls with different skin tones and facial features. They are encouraged to recognise different languages and print styles as they see colourful welcome posters displayed at low-level. The childminder is pro-active in extending the range and use of such resources, both seeking them

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Helping children make a positive contribution

out from specialist suppliers, and acquiring chance finds, such as a well-designed wooden playhouse, playpeople and accessories reflecting Thai culture. Children show appreciation and recognition of different types of music as they listen and move to CDs incorporating different musical styles, rhythms and instruments, or as they use or create simple percussion instruments linked to different cultures. The childminder has a very clear understanding of the importance of working closely with parents and other relevant professions to establish appropriate adaptations to support the care requirements of any child with identified disabilities or learning needs.

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Helping children make a positive contribution

The childminder gives very high priority to establishing an excellent partnership with parents. There are extremely effective arrangements to help ensure prospective parents and the childminder establish a very clear shared understanding of arrangements for children's care. For example, prospective parents receive a detailed welcome booklet including the childminder's clear and concise policies, and time is then given for these to be discussed to ensure they are fully understood. Discussion and written records are also very effectively used to enable the childminder to gain a very thorough understanding of children's individual care needs and preferences. Menus and written activity plans are prepared enabling parents to be aware of on-going arrangements for their children's care. The childminder builds a portfolio of dated samples of children's activities such as drawings and paintings to share with parents, so providing

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Helping children make a positive contribution

a record of children's progress over time. The childminder gives high priority to establishing a relationship where she and children's parents can openly discuss any points relating to children's

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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 care arrangements. This enables parent and childminder work together in children's best interests, for example with regard to rest or meal arrangements. A very clear information sheet is in place, explaining the current nationally-agreed procedures to be followed by the childminder in the event of any formal complaint.

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Helping children make a positive contribution

Children are animated and enthusiastic as they make choices about their play and activities. They often show high levels of sustained interest, for example when concentrating on completing jigsaw puzzles and are confident both when playing independently or when involving others in their play. The childminder encourages them to be involved and responsible within daily routines, for example as she encourages a pre-school child to pour her own drinks or to talk about what to do in the event of an emergency such as a fire. A very clear written policy relating to behaviour management identifies the specific and positive ways the childminder encourages children to behave well by showing care and concern for others. Consequently, this very effectively supports the childminder's calm and consistent interaction with children and ensures that she and parents have a clear shared understanding of how children's behaviour is managed.

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Organisation

The organisation is outstanding. Children's care is significantly enhanced by the highly effective organisation of the setting. The childminder makes excellent use of her experience in children's day care when setting up her premises to provide a very stimulating and welcoming environment for children. She shows a high level of commitment to developing her existing skills and understanding. For example, she is building on her current Level 2 childcare qualification by completing further Level 3 training, in addition to making use of other relevant local courses, such as child protection. Policies and procedures are clear, concise and individual to the setting, and so fully support the childminder's practice and parents' understanding of arrangements for their children's care. All relevant records are readily accessible and methodically maintained to underpin children's care, for example details of their personal and contact details. Overall children's needs are met.

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Complaints since the last inspection

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

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Complaints since the last inspection

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.

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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

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THE QUALITY AND STANDARDS OF THE CARE

On the basis of the evidence collected on this inspection:

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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.

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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): • increase awareness of the 'Birth to three matters' framework to best promote the development of children under the age of three years.

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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

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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

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