Childminder in Durham

Inspection report for early years provision

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Unique reference number 313941 Inspection date 03/09/2009 Inspector Pauline Pinnegar

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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, adult daughter and son aged 14 years old in Newton Aycliffe, County Durham. The house is situated close to schools, parks, shops and public transport links. The whole of the ground floor, except for the living room, and the bathroom and two bedrooms on the first floor of the childminder’s home are used for childminding. There is a rear garden for outdoor play. The childminder has two dogs as pets.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years old at any one time, no more than three of which may be in the early years range. She is currently minding three children in this age group. She also offers care to children aged over five to 11 years old. The childminder is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder collects children from local schools and goes to toddler groups regularly.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children play in a warm and welcoming environment, and the childminder helps each child to feel settled and included. The childminder has developed effective partnerships with parents, with a good two-way flow of information is shared daily to ensure children's individual needs are met and their protection assured. Children benefit from a suitable range of fun activities which the childminder plans to meet their individual needs. As a result, they are making sound progress towards the early learning goals. Children's welfare is promoted with clear safeguarding procedures in place. The childminder has started to identify some aspects of her provision that she would like to develop further, and her commitment to ongoing training provides a sound basis for her capacity to maintain continuous improvement.

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further?

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

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further?

 continue to develop systems for planning activities and observing children, in order to track progress towards the early learning goals  develop the systems in place to involve parents as part of the ongoing observation and assessment process in order to contribute to their learning and development  develop the opportunities for children to begin to know about their own and other people's cultures, in order to understand and celebrate the similarities and differences between them in a diverse society.  further develop the systems for sharing information with other providers This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 delivering the Early Years Foundation Stage (EYFS) to ensure progression and continuity of learning and care.

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the early years provision

Children's care and learning is generally well promoted, because the childminder has a sound understanding of most aspects of the EYFS. She has a detailed range of policies and procedures in place which are used to effectively safeguard children. For example, health and safety, confidentiality and safeguarding children. This is combined with her good understanding of the signs and symptoms of abuse and procedures to follow should she have any concerns. She is also booked to attend further training to update her knowledge and understanding of child protection issues further. She has effective procedures in place to ensure that all relevant safeguarding procedures are shared with parents. Detailed written risk assessments and regular checks of all areas and equipment are in place to promote children's safety. The childminder ensures that children are kept safe on outings as she implements effective procedures, such as, holding hands and using

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the early years provision

wrist straps. Detailed risk assessments are also completed prior to all outings. Parental consents are in place for children to travel in a vehicle. This combined with effective systems for recording children’s details, attendance, medication administration and accidents, which are kept up-to-date and stored confidentially, further ensures children remain well protected. There are robust procedures in place to ensure that all adults living and working in the house are appropriately vetted and suitable to be in close proximity to children.

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the early years provision

The childminder demonstrates a commitment to inclusion. She works closely with parents from the start to ensure that she is aware of, and able to support children's individual needs. Parents provide the childminder with detailed information regarding their individual needs and starting points. The childminder discusses her practice and shares relevant policies and procedures with parents. Consequently they are well informed about the service she provides. She provides parents with regular information about their child's care and learning, through discussion and the effective use of daily dairies. Parents are encouraged to get involved in their children's learning, for example, they take home' Monty Bear' and record his 'adventures' at the week-end. However, parents are not fully involved in contributing to children learning and development records. The childminder is beginning to develop very simple systems for sharing information with other

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the early years provision

providers of the EYFS. However, these are in their infancy, and are not fully developed to ensure continuity of care and learning for all children.

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the early years provision

The childminder is beginning to evaluate the care and education she provides. She has completed the Ofsted written self-evaluation documentation, which has focused her attention more clearly on the service she provides. Verbal feedback from parents and discussing practice with other childminders and network coordinator has given the childminder a broader view of her childminding. The recommendations and actions highlighted at the previous inspection have been positively addressed. This has resulted in more effective systems being implemented, with regard to the procedures for safeguarding including detailed This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 written risk assessments, and an up to date first aid certificate are now in place. The childminder recognises her strengths as being, the caring relationships she has with both children and their parents and her ability to meet children's individual

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the early years provision

needs. She is also realistic in her identification of the need to continue to improve her systems for observations and assessments, in relation to children's learning and development. This realisation enables her to better organise the systems she has in place. Play opportunities are enhanced as resources and space are used well in the designated playroom at the childminders home. For example, children have free access to the good range of resources which are easily accessible. This promotes children's independence and allows them to make choices about their learning and play.

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and outcomes for children

Children are clearly settled at the childminder’s home, and they receive plenty of meaningful praise and appropriate support to raise their self-esteem and confidence. The childminder’s appropriate approach to equal opportunities contributes to children’s positive attitude to the wider community. However, there are limited activities and resources offered to supplement this. The learning environment has bright posters and examples of the children's work are displayed on the walls, this helps children to feel a sense of belonging and promotes their self-esteem. The childminder plans and provides a suitable range of activities for children, both in and out of the home. Activities are purposeful and promote learning and development appropriately. Children’s ability and involvement in different activities is observed and recorded using photographs and is linked to the areas of learning. The next steps in children's learning are also identified.

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and outcomes for children

However, it is not easy to ascertain if these are used to inform future planning. This results in it being difficult to see how children's progress is clearly tracked.

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and outcomes for children

Children are learning right from wrong and are starting to take responsibility for their own actions. All children play together well, and older children engage and support younger children in their play. For example, they show an interest in what they are doing and help younger children by writing their name on their pictures. Even younger children remind each other to take turns and to share. Consequently, children have developed positive relationships with the childminder and are happy and settled in her care. Children have suitable opportunities to develop their social skills, as they attend toddler groups and sit together for meals and snacks. They benefit from a flexible routine including a balance of child- centred and adult-led activities. A range of books are available for children to look at independently and with the childminder. This is complemented with visits to the library. They enjoy mark making and are developing good hand and eye

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and outcomes for children

coordination. Trips to places of interest, including the park, farm, museums and the beach nurture children's knowledge of the living world. Most recently children explored and investigated the life cycle of butterflies. They keenly observed caterpillars develop from a chrysalis, and helped to nurture the caterpillar in the 'caterpillar bungalow' feeding them with sugared water. Children use information and communication technology to support their learning, for example when they access the computer with the childminder and explore with a range of interactive This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 toys. They delight in using their imagination as they pretend to have picnics using the tea set and play food, with younger children having good fun pretending to feed the dolls. Children have good opportunities to be creative, using play dough, clay, gluing and sticking. Older children follow topics such as 'under the sea' and

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and outcomes for children

'animals in the jungle'. Activities to promote children's problem solving skills include fitting jigsaw pieces together and building towers with bricks. Children begin to learn about colours and shape with the various mathematical 'sorting' games.

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and outcomes for children

Children are welcomed into the clean and well-kept premises where they have sufficient space to play. They access opportunities for large physical play, including exploring large climbing equipment at the park, soft play at the local leisure facility, and regular walks within the community. Children are active or restful through choice and sleep in-line with their individual needs and parent’s wishes. They do not attend if they are sick which enables the childminder to protect others from illness. Parents usually provide their children's meals. However, the childminder does offer some healthy light snacks, such as, fruit, cheese, bread sticks and sandwiches. She encourages good hygiene routines, such as prompting children to wash their hands before meals and after messy activities. Children experience good levels of supervision and appropriate safety equipment is available to ensure hazards are reduced. They participate in road safety activities

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and outcomes for children

and practice regular fire drills, which positively contribute to them developing a sense of danger and how to keep themselves safe. The required documentation with regard to health and safety is in place. This has a positive impact on children's overall well-being. 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 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 3

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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

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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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