Childminder in Hampshire

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Inspection report for early years provision

p.1

Unique reference number EY252270 Inspection date 15/05/2009 Inspector Sylvia Dindar

p.1

Type of setting Childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.1

Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

p.2

Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

p.2

Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.2

Description of the childminding

The childminder was registered in 2003 and is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged three years and 10 years. They live in a house in the Whitenap area of Romsey. The whole of the house is used for childminding and there is a secure garden for outdoor play. The bathroom and sleep area are on the first floor. The family have two cats. Children are collected from the local school. Shops and parks are nearby. The childminder regularly attends parent and carer groups.

p.3

Description of the childminding

The childminder is registered to care for five children under eight years; of whom no more than two may be in the early years age group. She currently has four children on roll in the early years age group and minds them on a part-time basis. She also minds with a co-childminder and together, they may care for a maximum of eight children under eight years; of these, not more than five may be in the early years age group. Currently, the childminder and her co-childminder are caring for nine children together in the early years age group and older age children also attend. The childminders take equal responsibility for the childcare provision. The childminder and her co-childminder both have a National Vocational Qualification Level 3 in Children’s Care, Learning and Development.

p.3

Overall effectiveness of the early years provision

Overall, the quality of the provision is good. The childminder recognises each child as unique and individual, and works hard to ensure their needs are met. Children are making good progress in all areas of their learning and development, and take part in a wide range of meaningful play experiences and activities. A good partnership with parents and other providers of care has developed and information is shared with them on a regular basis in order that children receive consistency of care. The childminder and her co-childminder work effectively to bring about improvements to the setting.

p.3

further?

To further improve the early years provision the registered person should:

p.3

further?

 further develop the opportunities for parents to contribute what they already know about their child’s starting points  continue to develop the procedure of observation in order to provide clarity for parents about what it is their children are learning and continue to use this information to plan effectively for the next stage in children's learning This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.3

provision

Children’s care, learning and development are enhanced through the good communication that the childminder has with parents and her co-childminder. Robust policies and procedures are shared with parents in order for them to understand the childminder's overall good practice. The childminder uses observation well and asks parents about their children's special needs and about such things as comforters, their likes and dislikes and their families. The childminder has not had any children start at the setting since the implementation of the EYFS, so has not yet had an opportunity to gather information about children’s learning and development skills when they first attend. Observational assessments are used effectively to identify and plan the next stage in children's learning. The childminder is continuing to develop the process of observation so that parents can be more fully informed about their child’s development.

p.4

provision

Parents are provided with reports, photos and observations to track their child’s progress. They are able to contribute and influence the next steps for their development and learning as they have opportunities to discuss their child's progress and comment on it. The childminder is aware of the importance of consistency of care in regards to behaviour management and works with parents, agreeing the same approach and methods so children clearly know what is expected of them.

p.4

provision

Children are safeguarded as the childminder shows good supervision of children. Rigorous risk assessments and effective record keeping ensure that she successfully identifies hazards and implements safety measures so that children are kept safe. Children also learn how to keep themselves safe. For example, they practise the fire evacuation procedure regularly and are familiar with the routines and importance of it. They have occasional visits from the fire officer to re-enforce this. On outings, children learn safe places to cross the road.

p.4

provision

The childminder works closely with her co-childminder to bring about improvements to the service she offers. She is committed to ongoing training and development. She uses what she learns to reflect on the service she offers. This ensures that the service is progressive and reflects the needs of the children and families she cares for.

p.4

The quality and standards of the early years provision

Children learn good hygiene routines as the childminder reminds them to put their hands over their mouths when they cough, and encourages the appropriate use and disposal of tissues. The childminder keenly promotes healthy eating and provides activities to encourage children to try new foods. For example, they make fruit kebabs and sample exotic fruits such as kiwi fruits, as well as strawberries, bananas and apples. Meal and snack times are a relaxed and social time where children sit together. Children follow their own sleep patterns and rest comfortably in freshly made up cots and rest quietly away from the other children. They are checked regularly to ensure their comfort and safety. All children have This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 opportunities to go out in the fresh air on a daily basis. They develop their understanding of the community and wider world as they go out on visits to places

p.4

The quality and standards of the early years provision

of interest, for example, local organised groups, soft play centres and story time at the local library.

p.5

The quality and standards of the early years provision

Children are recognised for their individuality and are treated with kindness and respect. As a result, their individual needs are met. They are encouraged to make choices about activities and have easy access to a wide range of toys and resources, and as a result, they are challenged and interested in what they do. Activities are multi-faceted to meet the needs of all the children and ensure that no child is excluded. For example, the babies who are learning to walk are able to pull themselves up to standing using the box containing musical instruments as it is sturdy and the instruments are bright and attractively coloured. They enjoy taking the instruments out and exploring them and then putting them back in again. Older children show that they are developing a sense of beat and rhythm as they blow the penny whistles and move their fingers in time with the rhythm of the music. Other children are confident and zealously bang on drums and tambourines.

p.5

The quality and standards of the early years provision

They are learning to negotiate and take turns, sensitively supported by the childminder. They are keen to continue as they choose their favourite nursery rhymes and songs and are soon marching to the sounds they are making, showing a real sense of enjoyment in their achievements. This is re-enforced when the childminders suggest they give themselves a clap for such a wonderful performance. The children evidently enjoy interacting with the childminder. The childminder has realistic expectations of children in line with their age and stage of development. She and her co-childminder work closely together with each other and parents to ensure that children know what is expected of them so their behaviour is good.

p.5

The quality and standards of the early years provision

Children use their imagination and enjoy role play and choose from a range of material and dressing up outfits. For example, they dress up as superheroes or a policeman. They are learning to be independent, and dress and undress themselves and have lots of opportunities to practise with buttons and zips to aid their independence.

p.5

The quality and standards of the early years provision

Children are developing their knowledge of numbers and a love of books as story times are well presented and offer children the opportunity of a range of learning experiences. For example, the childminder has a story sack about the 'Hungry Caterpillar' and children learn about the life cycle of the butterfly, they count and recognise the food, giving them plenty of opportunities to use their language to express themselves. They practise moving both their hands to fly the brightly designed puppet butterfly as it emerges from its chrysalis. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.6

Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

p.6

of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 2 The capacity of the provision to maintain continuous improvement.

p.6

Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? How well does the setting work in partnership with parents and others? How well are children safeguarded? 2

p.6

Years Foundation Stage promoted?

How well are children helped to stay safe? 2 How well are children helped to be healthy? 2 How well are children helped to enjoy and achieve? 2 How well are children helped to make a positive contribution? How well are children helped develop skills that will contribute to their future economic well-being?

p.6

Years Foundation Stage promoted?

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.7