Childminder in Gloucestershire

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

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Unique reference number EY333971 Inspection date 06/07/2009 Inspector Angela Cole

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Type of setting Childminder 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

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

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Description of the childminding

The childminder was registered in 2006. She is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register to offer childcare before, during and after school and in school holidays and overnight care. She lives with her husband and three children aged 16, 13 and eight years in a semi-detached house in a village near Tewkesbury in Gloucestershire. The whole house is registered for childminding and children play on the ground floor and in the enclosed, rear garden. They go upstairs to sleep and use the bathroom facilities. The family has a rabbit as a pet.

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Description of the childminding

The childminder works with her husband, who is also a childminder, and with her eldest daughter, who is her assistant. She is registered to care for six children at any one time and is currently minding six children in the early years age group on a part-time basis. The childminder also cares for children over eight years of age and offers overnight care. The house is within easy walking distance of a shop and playground and the childminder takes and collects children to and from a playgroup and a primary school. Operational links are in place with other early years providers. The childminder is a member of the National Childminding Association.

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Overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory. Children's welfare is satisfactorily promoted by the childminder to foster children's health and safety and most required records are completed. The childminder recognises the uniqueness of each child and provides care and education which is aimed at them as individuals, though they do not have free access to outdoor play. Every child is supported effectively, ensuring that they are enjoying activities and experiences which interest and stimulate them, enabling them to make good progress in their learning and development. The childminder has a strong partnership with parents and is proactive in developing links with the local providers to support children's progress. She has sound capacity for continuous improvement, attends training and takes some time to evaluate her provision for children.

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further?

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

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further?

 extend children's access to outdoor play to increase opportunities for their independent learning.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 make a record of risk assessments clearly stating when it was carried out, by whom, date of review and any action taken following a review or incident 13/07/2009 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 (Safeguarding and promoting children’s welfare)

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provision

The childminder’s organisation is generally sound. She maintains most essential records, including an accurate register of children's attendance. She has established required procedures, such as those for children's health records and for occasional emergency evacuation of the home. She organises her day so that children attending part-time have effective support. Her home is arranged to give them suitable play space and free access to considerable, indoor resources, including those for construction and imaginative play. The childminder satisfactorily promotes children's health and well-being. She effectively teaches them about keeping themselves safe and has detailed knowledge about child protection issues. Children are safe as they are not left in sole charge of non-vetted people and the childminder informally checks her house and garden for dangers. However, this risk assessment is not recorded to further consider what action she can take to

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provision

eliminate hazards to keep children safe.

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provision

Some systems for self-evaluation mean that the childminder soundly reflects on her practice. She is able to build on strengths and address areas for improvement as she listens closely to the views of parents, carers and children and welcomes their comments. As a result, she effectively manages children's behaviour and is implementing recent workshop training to identify aspects of children's learning and plan for their future needs. The childminder shares information about children's progress with other early years providers so that continuity of learning and care is suitably fostered by her knowledge of routines and activities children experience at other settings. Strong relationships with parents are established. New families are encouraged to write about their children's routines so that the childminder supports them effectively to settle. Ongoing, in-depth exchange of information in written policies and conversation ensures parents are aware of the

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provision

children's well-being and aspects of their development; the childminder also shares a daily diary about children's welfare and development. This information helps parents to be involved in their children's learning as they talk about activities and extend these at home and with the childminder.

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The quality and standards of the early years provision

Children are effectively helped to learn and develop. This is because the childminder demonstrates a good knowledge of the Early Years Foundation Stage to plan challenging activities in all areas of learning, for example, children enjoy exploring a variety of creative materials including drawing pencils, paint and dough. Children are well supported by the childminder's skilful interaction as she gives young ones time to share their ideas, to comment on shared books and to pronounce new words, such as 'watch', clearly to develop their language. They are interested, motivated and well involved in their chosen activities as they concentrate for long periods. For example, young ones build high towers to count the bricks and focus on play with trains, insisting that they mend the track. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children are well challenged to extend their problem solving skills by the

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The quality and standards of the early years provision

childminder's challenging questions, such as. 'What shall we do to stop the trains crashing?' and 'How many raisins have you dropped now?'.

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The quality and standards of the early years provision

The environment effectively helps children progress as the childminder makes good use of learning opportunities that arise spontaneously and accessible, age- appropriate resources stored at the children's level promote decision making. Children enjoy daily, group opportunities to go outside, for example, to play with a variety of physical equipment, water, shells and cones. However, they cannot move freely between the indoor and outdoor spaces to foster independent learning. Planned, purposeful play is encouraged through a good balance of adult and child-led activities that result in children being active learners, for example, as they hunt for spiders and explore adult roles by dressing up and 'serving drinks'. The planning cycle is effective because each child receives an enjoyable and challenging experience across the areas of learning as noted in diaries. Children's starting points and subsequent progress are discussed in detail with parents and

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The quality and standards of the early years provision

the childminder's close observation of their play is well used to plan for next steps in learning linked to their interests. For example, children enjoy recall family visits to the beach and the childminder suggests activities with sand, such as making a sound shaker.

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The quality and standards of the early years provision

The welfare of the children is suitably promoted through the childminder's sound level of commitment and understanding of the requirements and guidance. Children gain a satisfactory understanding of being healthy. They know their hands are thoroughly wiped before eating and they adopt more thorough hygiene practices when they are out of nappies. They make healthy choices about what they eat and drink and frequently benefit from being physically active in the well- resourced garden or on walks in the neighbourhood. Children gain understanding of some aspects of keeping themselves safe, for example, they learn how to walk safely along roads and occasionally practise how to leave the premises in an emergency. Children receive strong personal attention and support from the childminder so they are able to take part in the wider community by visiting parks and shops. They learn about diversity as they play with resources including books,

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The quality and standards of the early years provision

jigsaws and small world resources. Their social skills develop during visits to children's groups. As a result, they begin to take responsibility for their own behaviour and realise the benefits of cooperating and being polite. They develop a strong sense of security in order to succeed in a welcoming, homely environment. 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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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.

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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

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Years Foundation Stage promoted?

How well are children helped to stay safe? 3 How well are children helped to be healthy? 3 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?

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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

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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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