Childminder in LeicestershireOfsted inspection, 23 Sept 2009

Inspection report for early years provision

p.1

Unique reference number 226019 Inspection date 23/09/2009 Inspector Hazel Christine White

p.1

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.

p.1

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

p.2

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

p.2

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.3

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.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 1991. She lives with her husband and one adult child in Barlestone, a residential area of Leicestershire. The whole of the ground floor with associated facilities and one bedroom on the first floor are used for childminding. There is a fully enclosed garden for outside play. The home is accessible to all children via the rear entrance.

p.4

Description of the childminding

The childminder is registered to care for a maximum of six children at any one time. She is registered on the Early Years Register and on the compulsory part of the Childcare Register. There are currently nine children on roll, four are within the early years age range and all attend on a part-time basis.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

Children's individuality is suitably recognised and nurtured by the childminder who has a sound knowledge of their individual needs, interests and abilities. She has a general understanding of the Early Years Foundation Stage (EYFS) and plans daily opportunities that help children make satisfactory progress in their learning. The childminder works well with parents to ensure that children get the support they need. She has begun to liaise with other settings delivering the EYFS to promote continuity of care. Systems for self-evaluation are not in place to drive continuous improvement in all areas, although the childminder has started to identify some aspects of her provision that she would like to develop further.

p.4

further?

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

p.4

further?

 develop the use of children's observations and assessments to build on what they can do and identify the next steps in their learning  develop links with other settings providing for children in the Early Years Foundation Stage, to further support children’s learning and development  increase resources that reflect positive images of diversity and use to extend children's knowledge and understanding of the wider world  lead and encourage a culture of reflective practice, self-evaluation and informed discussion to identify strengths and priorities for development that will improve the quality of provision for all children.

p.4

the early years provision

The childminder suitably understands her role in safeguarding children and is aware of the appropriate procedures to put into practice when necessary and this means children are kept safe from harm. The childminder undertakes daily checks This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of the premises to ensure children’s safety. A risk assessment has been carried out and this information is recorded. The childminding provision is appropriately organised and all documentation is in place to promote the welfare of children such as daily attendance records and parental consents.

p.4

the early years provision

The childminder strives to provide a service that is inclusive for all children and their families. She has a positive attitude to liaising with other providers delivering the EYFS, however, she has not fully developed the system to make closer links with these settings. The childminder has sound relationships with parents; she gathers information from them so that she has an awareness of children's individual interests and needs and can provide a consistency of care. The childminder gives verbal feedback each day so that parents are informed of their child’s progress.

p.5

the early years provision

Although the childminder has identified a few areas for development, there is not a strong enough focus on reflecting on her practice and seeking the views of others. This means that priorities for improvement are not always accurately targeted. The childminder has not attended any training; however she has had recent support from the local authority in implementing EYFS.

p.5

and outcomes for children

Children are content and enjoy their time in the childminder's care. A range of suitable play opportunities and experiences help them to learn and ensure that they are having fun. The childminder is developing her understanding of the EYFS and is generally aware of children's individual developmental needs. She has just begun to make observations of children in their play and record them in their assessment records. However, this information is not used to plan activities which build on what children know and identify the next steps in their learning.

p.5

and outcomes for children

Children are developing some independence skills as they care for their personal needs, help themselves to toys and learn to put their coats and shoes on. They are encouraged to share and take turns and respond positively to praise and encouragement. As a result they have good levels of self-esteem. The childminder provides a relaxed environment where children are clearly comfortable in her care. Children gain some awareness of the wider community as they visit local amenities. However, resources which show positive images of diversity are limited and not fully used to extend children's understanding of similarities and differences in people in our society. Adaptation to activities and sensitive interaction help children with special educational needs and/or disabilities and those with English as an additional language, become fully involved in play.

p.5

and outcomes for children

Children chat readily with the childminder and they enjoy listening to stories. Older children are helped with their homework and use reference and factual books. They enjoy opportunities to develop early writing skills, for example, children readily make marks to represent their ideas. The childminder develops children’s learning by introducing mathematical concepts such as counting and colour recognition in their play and in everyday situations. They learn problem solving This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 skills as they work out how to construct a train track, twisting and tuning pieces until they fit. Creative activities are regularly available and children use their imagination by making tents from fabric and pretending to 'camp' and they run around 'chasing their shadows' when the sun is shining.

p.5

and outcomes for children

Children's health is promoted because they are cared for in a clean and hygienic setting. They also experience regular opportunities to get out in the fresh air. For example, the childminder does not drive and therefore walks to local schools and the nursery as part of daily routines. Children also enjoy visiting the park which gives them opportunities to interact with others and to gain different experiences out of the home. A sufficient range of outdoor equipment is available to children to use which effectively promotes their physical development They have great fun arranging their own 'Olympic Games', competing in running, football, long jump, and javelin events. They take down the scores and make medals to present to the winners at the closing ceremony.

p.6

and outcomes for children

Ongoing explanations from the childminder about safety issues help children begin to understand how to keep themselves safe. For example, they understand the reason why they must sit down to eat and learn about 'stranger danger' and road safety when they are out and about. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 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 3 The effectiveness of the setting’s engagement with parents and carers

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.7

Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

p.7

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

p.7

Annex B: the Childcare Register

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

p.8