Childminder in SouthamptonOfsted inspection, 29 Sept 2009

Inspection report for early years provision

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Unique reference number 131400 Inspection date 29/09/2009 Inspector Sylvia Shane

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Type of setting Childminder to 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 rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, 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.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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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.

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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).

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Introduction

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder has been a childminder since 2000. She lives with her parents in a house in the Sholing area of Southampton, within walking distance of local shops and play areas. The whole of the ground floor of the property is used for childminding. There is a fully enclosed garden available for outside play. The family have two pet cats.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight, three of whom can be in the early years age range, and two under one year at any one time. She is currently caring for four children in the early years age range, who attend on a part time basis. She also offers care to children aged over five years to 11 years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children flourish in this safe and stimulating environment where each child's uniqueness is recognised; as a result inclusive practice is promoted. Children make good progress in response to the childminder's enthusiasm for learning and the gentle and intuitive way she supports them. Children learn to respect and value and support each other and their differences through everyday activities. The childminder constantly evaluates the service she offers and strives for excellence; this has a positive outcome on children's welfare and development and provides continuous improvement in the service she offers.

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further?

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

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further?

 continue to develop the systems to work in partnerships with other settings involved in children's care, in order to promote continuity of care and learning consider the ways children use the garden and find ways of increasing the opportunities children have to play in their chosen learning environment

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the early years provision

Children are safeguarded through the childminder's rigorous risk assessments which are carried out on all areas used by children both indoor and outside the home. She specifically links them into individual children age and abilities and their understanding of danger. For example, all small parts are kept away from babies who might choke on them. She ensures older children act responsibly and sit up to the table when playing with such items; as a result children are safeguarded. The childminder and her family have been previously checked by the local authority This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and, therefore, Ofsted have accepted these checks. Clear systems are in place to ensure that children are only collected by adults identified by the children's parents; in addition the childminder has an agreed emergency plan with their respective grandparents. Toys and equipment are regularly cleaned and checked

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the early years provision

to ensure that they are suitable for the ages and stages of the children minded. The childminder has a clear understanding of child protection and systems are in place to deal effectively with any concerns.

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the early years provision

The childminder continues to recognise areas for her own professional development; these include keeping up to date with training, including a paediatric first aid qualification. She demonstrates a good aptitude to improve her practice and as a result brings about better outcomes for children. She demonstrates sound knowledge of child development and successfully plans and provides a range of exciting activities that cover all area of learning and development. She has reviewed her planning and observations systems to ensure that each child receives a targeted learning package to meet their own specific needs; as a result children are making good progress in their learning and development. All required documentation is in place and policies and procedures are shared with parents and are implemented effectively to support the safety and welfare of all children.

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the early years provision

The childminder has established caring and supportive working relationships with parents. She provides them with daily verbal reports of their child's progress and development and on request provides these are in writing. In addition she provides six monthly development reports summarising how children progress across the six areas of learning. Parents are asked to contribute their ideas and wishes; this close partnership benefits children and ensures they continue to make good progress. She works with parents in working with other professionals such as health visitors, schools and pre-schools and works positively to ensure children receive continuity of care and the support they need as they make the transition from one setting to another. However, systems have not yet been developed to promote this further and secure this partnership.

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and outcomes for children

Children are relaxed and happy in the care of the childminder and are developing close bonds with her and her family. This is because she takes time to get to know children and settle them in and children get the attention they need. Younger toddlers and babies enjoy routines which are consistent with the ones they have from home, and parents are encouraged to bring in comforters to ensure that children feel secure and comfortable in her care. She is mindful of the children's response when new children start so ensures each child gets the support to manage this change. Each child has its own portfolio, a special place to put their work and alongside this they each have a photograph album, with pictures of themselves and those people who are important to them. Their work is valued and displayed proudly around the home. They have named and pictured hooks to hang their clothes and bags on giving them a sense of belonging. Rules are consistently

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and outcomes for children

applied so that children know what is expected of them. As a result they share well and learn how to keep themselves and others safe. In addition they learn to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 respect each other and their property. Meal times are social occasions where the children sit with the childminder's family; they are able to choose and eat nutritious meals. The childminder ensures children's individual cultural and dietary needs are well catered for and keeps in depth records. Children learn good hygiene through consistent routines and older are encouraged being independent when using the toilet.

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and outcomes for children

A key strength of the childminder is the way she communicates with children. She listens well to them and also looks out for non verbal signs. For example, she is aware when babies are unsure so is close by to re-assure until they become more confident offering cuddles and gentle words. She encourages their language as she repeats back the sounds encouraging communication. She understands the process of learning new words and gives children the time they need to express themselves. She uses their interest well to engage them in conversation. Story times are fun and exciting because she provides a wide range of books and additional props to make stories more interesting. For example, children enjoy the 'Very Hungry Caterpillar' story, so she has made apples and leaves for the children to feed the caterpillar and a cocoon out of felt to let the butterfly emerge from. This reinforces and makes the life cycle of the butterfly making it ever more real to

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and outcomes for children

children. She provides books that help children come to terms with big events in their lives such as their first trip on the aeroplane. They learn about a diverse range of people, through books such as, 'All kinds of people'; these reinforce positive images of differing cultures and those with disabilities and or learning disabilities and gender issues.

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and outcomes for children

Children are fast becoming independent and confident learners and concentrate well. They focus well on the self chosen activities because the childminder has provided resources that capture the children's interests and imagination. As a result children are making good progress in their learning and development. Babies excitedly pull themselves up to stand by the activity table, keen to explore the many buttons, flaps and activities. This gives the opportunity to balance and find their feet, encouraging the skills they need for walking. They enjoy exploring a range of shape sorters and older toddlers show that they are becoming aware of shape as they successfully pop them into the right shaped hole. Stacking cups are a great favourite, and toddlers become familiar with numbers through counting such items; they persevere until they can stack their bricks up to five high. Children's imagination is captured as they dress up in their favourite outfits such as

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and outcomes for children

Children are developing a healthy lifestyle, as they learn the benefits of fresh air. Outings include trips to the beach and to local parks where they have chance to run and climb and balance and build on their stamina and co-ordination. They gather leaves and other natural resources and bring them home. These are then explored further or incorporated into a craft activity. For example, recently they brought home leaves and made them into a mobile extending the learning opportunities and giving opportunities to discuss the changing seasons. Children have some opportunities to play in the garden. However, the childminder has not fully explored the free flow play opportunities and systems to allow children to move freely between indoors and outdoors. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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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

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

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

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Annex B: the Childcare Register

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

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Annex B: the Childcare Register

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

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