Childminder in GloucestershireOfsted inspection, 16 Nov 2009

Inspection report for early years provision

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Unique reference number EY389090 Inspection date 16/11/2009 Inspector Jenny Read

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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 has been registered since 2009 and is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She may provide care for a maximum of four children under eight years at any one time, of these no more than one may be in the early years age group. The childminder currently cares for one child in the early years age group on a part-time basis all year round. She also provides care for one child in the later years age group before and after school and during some school holidays. Additional care is provided for one child over eight years on a part-time basis before and after school and during some school holidays. The childminder provides a drop off and collection service at the local school and playgroup.

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Description of the childminding

The childminder lives with her husband and their two children aged five years and one year in the Quedgeley area near Gloucester. The whole of the house is used for childminding. The main areas used are the sitting room, open plan kitchen and dining room and upstairs toilet facilities. Upstairs bedrooms are available for sleeping. There is an enclosed rear garden with grass, bark and patio areas for outdoor play. The childminder is currently working towards an NVQ in Childcare learning and development at Level 3.

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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 clearly have fun while in the care of the childminder. Successful planning systems ensure children are engaged and readily make choices in their play. As a result children are progressing well. Children's individual needs are met to a high standard by the childminder who is proactive in ensuring she has excellent knowledge of the needs of the children in her care. The enthusiastic and committed childminder takes effective steps to ensure outcomes for children are continually improved. Monitoring and evaluation of the quality of provision enables the childminder to successfully reflect on practice issues and implement appropriate improvements.

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further?

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

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further?

 extend knowledge of safeguarding issues and procedures to follow with any concerns  continue to develop partnerships with others to promote consistency in children's care and learning  extend the risk assessments for each type of outing to show clearly hazards to children and ensure these are reviewed regularly. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's care and learning is enhanced through the childminder's drive to improve her own knowledge and motivation to provide good quality care. Identified training targets demonstrate the childminder's commitment to personal development. Continual reflection of practice and children's learning through the self-evaluation process highlights clear priorities for improvement. The childminder recognises the need to develop knowledge of safeguarding issues. She is keen to further develop the planning and observation systems and to find new opportunities for children to participate in local events. Involving parents in the self-evaluation process is in its infancy. Regular informal discussion enables parents to discuss aspects about the setting and contributing to their children's individual care plans aids their care and learning.

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the early years provision

Effective introduction meetings and settling sessions successfully introduce children and parents to the setting, enhancing partnerships and children's care. The detailed parent pack ensures parents are extremely well informed about the setting. Parents are well informed about their children's learning and development. As well as regular discussion and sharing their children's individual assessment record there is: a daily diary; information regarding the six areas of learning; and a photograph album which includes comments regarding children's learning. The childminder is establishing links with other settings children attend to support children's experiences and learning.

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the early years provision

Regulatory records and documentation are well implemented and maintained to support children's care and enhance their welfare. Policies and procedures are in place for many aspects of care. These are regularly reviewed and updated to reflect current practice and shared with parents to ensure they are kept up-to- date. Children play in a secure environment because risk assessments sufficiently highlight potential hazards within the home and outside areas, ensuring suitable safety measures are implemented. Although the risk assessments for each type of outing undertaken lack some detail, the childminder demonstrates robust awareness of dangers to children to protect them from harm.

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the early years provision

The childminder has good knowledge of the Early Years Foundation Stage and very good understanding of the development matters. As a result planning of activities is purposeful and successfully radiates from children's interests and next steps. Effective systems for planning and evaluation of activities and children's next steps ensures the childminder is well informed and able to support and challenge children's learning effectively. Children freely and confidently use the space and readily make choices in their play. The broad range of resources are well organised and rotated regularly according to children's interests. Learning key words in children's native languages and accessing dual language books actively promotes inclusion and values their cultural backgrounds. It also helps the childminder understand new words spoken by the children to support their development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children's health, safety and welfare is enhanced successfully. Daily discussion about road safety, a monthly practise of the escape plan and learning how to use equipment, such as the small trampoline, appropriately raises children's awareness of how to keep themselves safe. Children learn to be independent in their personal care from a young age with good support and encouragement. They take their own coats and boots off and wash their hands after outside play and before all meal times, showing good awareness of routines. Children enjoy healthy snacks and meals and easily access their own drink when they are thirsty. Meal times are a social occasion. Older children take an active part in meal time routines, helping to lay the table and prepare their meals.

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and outcomes for children

The childminder facilitates children's learning and development indoors and outdoors successfully. The children enjoy numerous activities across the six areas of learning that extend their experiences from a young age. Although observations are not retained, they along with discussions with children are used well to plan and extend their learning. Children are active learners because the childminder uses assessment well to inform children's next steps. Good awareness of children's individual needs and interests ensures planning is purposeful and tailored to their needs.

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and outcomes for children

Frequent praise and encouragement reinforces children's learning and helps raise their confidence. As a result children are happy, actively engaged and persevere well during adult-led activities, showing pride and pleasure in their achievements. Consistent reinforcement about sharing and turn taking and excellent use of age- appropriate strategies is supporting the youngest children in learning appropriate habits to good learners. They share their potato shapes when printing and are building good friendships with each other. The childminder facilitates children's learning well, narrating their play and responding positively to children's sounds, gestures and eye contact to encourage their early language and communication skills. Children show interest in puzzles to develop problem solving and learn new skills for the future when using programmable toys.

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and outcomes for children

Children gain good awareness of the natural world and local area; participating in strawberry and blackberry picking, helping to feed the goats and having fun exploring the leaves on the floor. The childminder skilfully uses children's enjoyment of the leaves. They listen to the different sounds they make and use them for sticking and gluing. Children making a tree with hand prints to represent leaves further extends the activity and children's learning. Children have fun in the garden, excitedly asking to use the watering can to water their plants, learning to care for living things. Children enjoy a wide range of creative activities that enhance their sensory experiences. They have fun exploring the play dough, squashing, prodding and tasting it. They eagerly investigate different textures, for example, ripped paper and use different media, such as shaped potatoes with paint. The childminder uses purposeful questioning

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and outcomes for children

like 'what shapes have you got?' encouraging children's interest and learning. 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 3 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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