Childminder in Shropshire

Inspection report for early years provision

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Unique reference number 223770 Inspection date 28/09/2009 Inspector Jasvinder Kaur

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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

The childminder was registered in 1990. She lives with her husband and two children, one of these is an adult and the other is 11 years old. The family lives in Albrighton, Shropshire. All areas of the ground floor are used for childminding. There is a fully enclosed front garden for outside play. The back garden is excluded from the registration.

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Description of the childminding

The childminder is registered to care for a maximum of six children at any one time, no more than three of whom may be in the early years age range. There is currently one child attending who is within the Early Years Foundation Stage (EYFS). She also offers care to children aged over five years to 11 years. This provision is registered with Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder has gained NVQ level 3 qualification in child care. She is able to attend the local carer and toddler group. She takes and collects children from the local schools. She is a member of the National Childminding Association.

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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’s individuality is recognised and fostered by the childminder, who has a close partnership with parents. All policies and procedures are inclusive and implemented successfully to promote children's welfare. The space and resources within the provision are well organised to enable all children to feel safe and to participate in activities in a secure environment. This means that children make good progress, given their different ages and abilities. The childminder continually endeavours to improve her knowledge and practice in most areas to provide a good quality of provision to all children.

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further?

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

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further?

 improve further observation and assessment records of children and follow their achievements effectively to plan next steps towards the early learning goals  ensure the frequency of monitoring sleeping children in consistently applied.

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the early years provision

Children's care and education is promoted well, as the childminder continues to update her professional skills by attending training and workshop sessions. For example, she has attained a level 3 qualification in Early Years. She has meetings This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 with a development officer and other providers, and undertakes ongoing training to help her update her professional skills in line with Early Years Foundation Stage (EYFS) framework. Targets have been adopted to further improve the provision and outcomes for children as and when necessary. For example, access to toys has been enhanced to promote children’s independence and free choices. Safety in the front garden and in the living room has been extended to accommodate babies’ needs. All policies and procedures are under continual review, and updated information is shared with parents. The complaints procedure and children’s

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the early years provision

records are well maintained and readily available for inspection and for parents. Information is exchanged with parents about their child at admission and on an ongoing basis. Children’s progress towards the early learning goals is shared with parents verbally on a daily basis and regularly through documentation. This contributes to parents becoming involved in their children's progress. Daily routines are modified to accommodate new babies. There are suitable arrangements to develop partnerships with other professionals.

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the early years provision

The childminder protects children from harm or neglect, as she has a clear understanding of the Local Safeguarding Children Board procedures and signs and symptoms of abuse. Comprehensive policies and procedures are shared with parents to ensure they understand the duty of adults to safeguard children. Daily risk assessments and actions taken to manage or eliminate hazards are generally effective. However, the intervals for checking sleeping children are a little inconsistent to ensure their safety. All equipment, furniture and toys are suitable, safe and in good condition. Children are encouraged to adopt safe and responsible practices through regular input from the childminder, for instance on road safety and the possible dangers in their everyday life. They are protected from the spread of infection because there is a good procedure in place to exclude any children with infectious illnesses.

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the early years provision

Toys and resources are deployed well to provide free choice. This encourages children's independence to participate and babies to explore the environment with interest. Currently there are no children attending with special educational needs and/or disabilities, or children who speak English as an additional language. However, the childminder demonstrates a good awareness of how to support all children. She has attended some relevant courses such as 'Autism' and 'Anger Management'. To help children to understand and respect the values of others, a good selection of resources and posters are available depicting positive images of diversity. Children learn to speak a little French, celebrate different festivals all through the year, including Ramadan and Diwali, create linking art work and taste oriental foods. This means equality and diversity is promoted effectively.

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and outcomes for children

Children are provided with good opportunities to make progress in their learning and development. They benefit from the well-organised, safe environment. The childminder plans purposeful play and a good balance of adult-led and child- initiated activities. She makes systematic observations and assessments of each child’s play, although their achievements are not always sufficiently followed This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 through in order to challenge children effectively in their progress towards the early learning goals. Nevertheless, older children are actively involved in planning of activities and selecting resources needed. Babies settle well, as the childminder provides a calm environment where they feel secure and demonstrate a sense of trust. One-to-one attention and affectionate bonding help to promote their wellbeing.

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and outcomes for children

Children explore their surroundings and are provided with challenge and support to encourage them to develop their physical skills. Babies are encouraged and supported to stand and walk. They show delight in the freedom and crawl safely from one room to another. Plenty of opportunities are provided to develop their physical skills such as pressing, banging, tapping, shaking and holding objects and toys. Older children walk to and from school and regularly play at their local park. The resources in the garden provide sufficient challenge for a varied age group. A variety of themed activities is planned to supplement children’s learning and knowledge of the environment. This includes walking in the rain and observing shoe patterns, looking at birds and their babies in spring and learning about different seasons. Children had been growing sunflowers and cress, and noting changes during growth. Babies respond with pleasure to the activities they take

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and outcomes for children

part in, including playing peep-boo, listening to different types of music and playing with toys that produce different sounds. A good range of programmable toys and equipment gives children opportunities to acquire information and communication technology skills.

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and outcomes for children

Children’s communication skills are well supported. Babies establish their own identities by using different sounds and indicating their needs in a variety of ways. They listen to music and show how they feel while making rhythmic sounds. A variety of appropriate books is readily accessible. Babies show interest in illustrations and communicate through gurgling, babbling and eye contact. Older children use speech to explore real and imagined experiences, as the childminder engages them as partners in conversation. Routine activities such as singing nursery rhymes, reading stories, making marks and writing for different purposes enhance children’s communication skills. Children develop understanding of numbers and shapes through daily routines and play such as matching and sorting shapes and colours, singing number rhymes and counting everyday objects like cars and trees while walking to school. They expand their simple calculation skills

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and outcomes for children

and learn about differences in size and pattern during role play and categorising toys according to size and colour. Babies develop awareness of shape, form and textures in response to people and objects in their environment.

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and outcomes for children

A selection of resources is supplied, with independent access to a wide range of colouring materials, to help children to explore and develop their creative skills. For example finger and brush painting, and making necklaces and collages with coloured leaves, pasta and rice. A variety of musical instruments, listening to music and dancing supports children’s talents, along with texture experiences including sand, water, play dough and pasta.

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and outcomes for children

Children enjoy their packed lunches, and nourishing options such as fresh fruits are offered at snack times. Drinks are readily accessible for all children throughout the session. Appropriate routines for babies in respect of feeding and sleeping are well This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 adapted to promote their good health and welfare. Children learn the importance of personal hygiene through daily routines, for example washing hands after using the toilet and before eating. They are happy and confident, as the childminder uses a positive and consistent approach to managing behaviour which takes into account children’s levels of understanding and maturity. They have a good awareness of right and wrong, responding positively to directions from the childminder. 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 3 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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