Childminder in Leicester

Inspection report for early years provision

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Unique reference number 226611 Inspection date 01/10/2009 Inspector Alison Edwards

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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

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

This childminder registered in 1984. She lives with her husband in a house in the northern suburbs of Leicester. Children use the ground floor of the house for play, with access to two bedrooms and the bathroom on the first floor. There is an enclosed courtyard for outdoor play. Two dogs and aquarium fish are kept as family pets. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register to care for a maximum of six children aged under eight years at any one time, including three in the early years age range. There are currently three minded children under the age of eight on roll, all of whom are in the early years age range. The childminder is also registered on the voluntary part of the Childcare Register to care for older children.

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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

The childminder provides a welcoming and stimulating environment for children in her care, so helping them to enjoy their time with her and to make good progress in their learning. She works effectively with parents and other agencies to ensure she has a good knowledge of children's individual needs and interests and how to meet these. She continues to work closely with local sources of advice and support to ensure that she is well-informed of the welfare and learning requirements of the Early Years Foundation Stage (EYFS) and has established effective arrangements to implement these. She has taken effective steps to address the recommendation made at her previous inspection by ensuring that she seeks parental consent to obtain medical treatment for children in an emergency.

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further?

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

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further?

 make greater use of observations to plan the next steps in each child’s development and regularly review their progress.

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the early years provision

The childminder takes good steps to safeguard children from harm. She has undertaken relevant local training so that she has a good understanding of what child abuse and neglect mean, and of what to do in the event of any concerns about a child. She provides clear written information to parents about her child protection responsibilities, so helping to ensure that there is a good shared understanding of safeguarding issues. The childminder has drawn up comprehensive and detailed risk assessments to underpin sensible safety precautions in the home and on outings. She has established good systems to manage any emergencies. For example, she has identified clear procedures to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 follow in the event of a fire or a child being lost and keeps clear and readily- accessible information about each child's individual medical needs and emergency

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the early years provision

There are good arrangements to work in partnership with others to support children's welfare and learning. The childminder makes effective use of initial visits, written agreements and parent information packs so that she and prospective parents develop a good shared understanding of arrangements for children's care. The childminder talks informally to parents about what children do and how they are learning. She also ensures that parents have ready access to individual children's developmental diaries and encourages them to contribute their own observations to these. She encourages parents to give their views and suggestions about her service through informal discussion or written comments. The childminder has worked with other local agencies to support the inclusion of children with identified special education needs and/or disabilities. She is establishing good links with other early years settings that children attend, for

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the early years provision

example school reception classes, to promote continuity and progression for children.

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the early years provision

The childminder makes good use of available indoor and outdoor space in the comfortable family home to support children's overall development. For example, children use the rear courtyard for simple pretend play, creative activities and growing vegetables in pots, as well as for energetic play in the fresh air. The childminder holds a recognised early years qualification at Level 2 and shows a continuing commitment to developing her existing good practice. She works with local advisors to regularly review the quality of her services as part of her membership of a local childminding network, and participates in a range of local support meetings and training sessions to extend her current knowledge and skills.

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and outcomes for children

Children are developing a good awareness of health and safety within their daily routines. The childminder encourages them to develop healthy eating habits by offering choices of nutritious snacks, such as fresh fruits, and by offering balanced and appetising main meals. Children show that they understand the reasons for good hygiene practices as they talk about why they wash their hands before meals. They enjoy extending their movement skills in energetic play such as climbing and sliding, or in a variety of action songs and rhymes. The childminder helps children understand how to behave safely, for example by giving careful supervision and clear explanation to mobile children so that they learn how to use the stairs safely. She involves them in talking about aspects of road safety and about why it is appropriate to climb and swing on playground equipment, but not on household furniture.

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and outcomes for children

Children are settled and secure in the care of this experienced childminder because she knows them well as individuals, so helping them to feel confident in their relationships and play. They develop a sense of responsibility for themselves and their surroundings in their daily routines, for example, as they competently arrange This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 a low table and chairs for lunch. The childminder helps them to cooperate with others in simple turn-taking games, and encourages them to understand their own and other children's feelings when winning or losing. Children use a good range of books and toys helping them to learn about different cultures, lifestyles and abilities. The childminder is clear and positive in her dealings with them, helping them to gain a consistent understanding of what behaviour is expected of them. Children show good levels of independence and sustained interest in their play, for

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and outcomes for children

example, when spontaneously organising a pretend picnic outing for the dolls or when carefully manipulating and positioning jigsaw pieces.

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and outcomes for children

The childminder has made good use of available local training and support to help her gain a good overview of the areas of learning within the Early Years Foundation Stage (EYFS). She understands the value of practical play and first hand experiences in helping children learn. Consequently, children enjoy a varied range of activities which help them to make good progress towards the early learning goals. For example, children develop their mathematical skills as they match up the numbers and pictures in a domino game, or as they decide how many chairs are needed at lunch time. They show enjoyment and familiarity with favourite books as they anticipate the rhymes and sequence of events when sharing stories with the childminder. They develop an awareness of aspects of technology as they use toy phones in their pretend play, or as they use the different keyboard symbols when operating electronic toys. They show pleasure

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and outcomes for children

and interest in the natural world as they check on how their tomatoes are growing, and begin to learn to care for their environment as they talk about the purpose of the local recycling point. Children spontaneously enjoy simple role play. They have frequent opportunities to express their own ideas through drawing, painting and collage, or by experimenting with a good range of musical instruments. Consequently, they are establishing a good basis for their future skills and learning. The childminder makes frequent relevant observations of children's current abilities across the main areas of learning. However, she is not yet confident in how to use these to best effect to plan for the highest levels of challenge and progression for each child, and to review their progress over a period of time. 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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