Childminder in Rotherham

Inspection report for early years provision

p.1

Unique reference number 302953 Inspection date 22/09/2009 Inspector Lynn Rodgers

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 1993. She lives with her husband in a detached bungalow, in a suburb of Rotherham. The whole of the bungalow is used for childminding, with the exception of the bedroom and the converted attic, and there is a fully enclosed garden available for outside play. The family have three cats Care is offered Monday to Friday all year round. The childminder is registered to care for a maximum of six children under eight years, at any one time, when working alone, and for eight children under eight years, when working with another childminder. She is currently minding six children of which, three are in the early years age group. The childminder walks to local schools to take and collect children. She attends the local parent and toddler group and is childminder is a member of the National Childminding Association.

p.4

Description of the childminding

The childminder is registered on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The provider demonstrates a clear understanding of her strengths and areas for development, which effectively contributes to the ongoing improvement of the service. Children are warmly welcomed into the setting, and they have free access to all toys resources and equipment and are positively encouraged to participate in all play situations. The childminder ensures she establishes their individual needs as she has awareness of the importance of inclusive practice, and she provides activities that take into account their interests. The childminder is continually looking at ways to improve her setting and has implemented questionnaires and comment sheets for the parents. She asks the children what they like to do and where they would like her to take them and welcomes their suggestions.

p.4

further?

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

p.4

further?

 extend knowledge and understanding of inclusion and the impact of good practice.

p.4

the early years provision

The childminder has a very good understanding of the policy and procedures to follow for safeguarding children. She knows who to contact regarding concerns and has a suitable system in place for recording this information. She has a good knowledge of the signs and symptoms to be mindful of. She has worked closely with the local social services in the past, and has cared for referred children for This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 short periods of time. She is confident to talk to parents and puts the welfare of the children first. She has made it her priority to inform all parents of her duty to report any concerns, therefore, the effectiveness of safeguarding children is good.

p.4

the early years provision

All relevant documentation is in place, regularly up-dated and available for inspection. The childminder has successfully completed the self-evaluation record and has a very positive attitude towards using this as a way of assessing her practice and identifying areas for improvement. She also evaluates in other ways, for example, talking to parents; asking for suggestions about her practice, and listening and acting upon the children's requests. The childminder has completed past actions and recommendations very successfully. She has implemented a new feedback form for parents; introduced a safety feature for the children, and continues to reflect on her practice. Risk assessment is robust. A detailed procedure is written and a daily check list is carried out prior to the children's arrival. The childminder completes a full risk assessment at the weekends and the record of this is dated and signed. She identifies any hazards and clearly records

p.5

the early years provision

The childminder uses her resources effectively. She adapts them to suit the ages and stages of the children, and rotates toys regularly to keep children interested and stimulated. They are exceptionally well presented to the children and she takes time to set out activities in a pleasing and inviting way to encourage children to access them. They are suitable for purpose, meet the needs of children of all ages, and are in very good condition and regular checked for damage and wear. There is a wide range of resources that are stored at child height, clearly labelled, and offer the children free access. The effectiveness with which the setting promotes equality and diversity reflects in the way the childminder helps children to feel they belong. For example, she treats children as individuals with equal concern. She welcomes them warmly, is interested in what they have to say and listens to them. Children's particular needs are sought through discussions with

p.5

the early years provision

parents and the children; observing what children do, and establishing their interests, likes and dislikes. She has a very positive attitude to relationships with parents and provides flexible hours of care, provides excellent feed back and is open and frank. Children are able to understand and accept the needs of others and to help one another, because the childminder talks to them, offers them support and gives clear explanations. She listens and takes action on any reasonable request, and encourages the children through positive praise. She challenges any negative issues.

p.5

the early years provision

The children are learning to behave well through the effective and safe management of a wide range of children's behaviour. They show they can, take turns, share toys, respect each other and build meaningful relationships within their peer group and with others. There are sensible methods for handling unwanted behaviour and the childminder sets good examples for the children to follow. The resources reflecting diversity are varied and they are used effectively to encourage the children to learn about the multi-cultural world we live in. The childminder has completed training for diversity in the past and is wishes to up- date this in the future.

p.5

the early years provision

Partnerships with parents and other carers is well established. The childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 offers parents clear information on a daily basis. She liaises with the staff at local schools and nurseries where they know the childminder very well. They share relevant information. The childminder sometimes attends the children's transition meetings on the parents behalf. She has built relationships with the local social services department and the health visitors in the area. Parents are aware of the procedure for making a complaint and there is relevant information and a complaints log available to them. The childminder has a valid first aid certificate, public liability insurance and has the ability and experience to administer emergency first aid to the children, with the parents consent. The childminder engages with the children and parents very positively through, meeting children's

p.5

the early years provision

individual needs and playing and talking to them. The parents receive invitations to coffee mornings to discuss their child's progress.

p.6

and outcomes for children

The premises are, warm, welcoming, inviting, child friendly and in exceptional condition throughout. The childminder is proactive in planning exciting and interesting activities for the children and uses all her knowledge and resources to help the children achieve their goals. She uses the Early Years Foundation Stage framework guidance and practice cards to help her plan, and includes children's interests, topic work, such as, 'people who help us'. The planning is clearly linked to the early learning goals, and she works together with her co-childminder to provide stimulating play situations for all the children. Children's progress is monitored very closely through observing and assessing the children, and spot observations on how each activity has been accessed and enjoyed. Children are able to freely choose from a wide range of age appropriate resources, and photographic evidence of children playing in various different situations, shows

p.6

and outcomes for children

their enjoyment. The childminder carries out an initial assessment of the children, and records these details as their starting points. She then uses this information to help her provide stimulating and interesting activities that meet their ages and stages of development. There is very good interaction between the childminder and the children. She meets their individual needs well and children are happy and content in her care.

p.6

and outcomes for children

Children are encouraged to share, take turns and be kind to each other. House rules apply and children are aware of what they can and cannot do. They inform the childminder of any issues such as bullying and when others are being negative towards them. The baby and toddlers are able to crawl, are learning to walk, and reach out for toys. They can put things in containers, build towers with blocks and enjoy knocking them down again. The childminder introduces them to music through tapes, instruments, singing songs and rhymes. They show they can copy her actions for dance and exercise, and access outdoor play each day. There is a good selection of equipment to encourage climbing, balancing, jumping, riding around cones and ball throwing. The childminder promotes children's creativity. Children are beginning to learn about the wider world and other cultures through stories, discussions and walks around the local environment. They try unfamiliar

p.6

and outcomes for children

foods and take part in growing topics and look at people who help us. Communication and language is fostered positively, and younger children are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 beginning to find their voice by shouting and gurgling. Babies can point with hands to express their wishes and use facial expressions. Older children have access to books, language games, role play, and they talk and socialise with each other. There are displays of books and children's work, with suitable language to describe things, name tags with pictures and children are beginning to recognise familiar letters and their names. There is a supply of varying construction to encourage problem solving. They access jigsaws, games, work out how to use junk for models, and have access to a computer, electronic games, calculators, and rulers. They weigh ingredients when baking and look at different textures and sizes, are

p.6

and outcomes for children

able to count, recognise colour, some number, shape, and familiar letters.

p.7

and outcomes for children

Children are helped to feel safe, because they have achievable boundaries and know the house rules. They are encouraged to be kind and considerate. The childminder talks about safety and dangers such as strangers and stray animals. Children are discouraged from putting items into their mouths; they sit at the table to eat, and are supervised at all times. The children help to tidy up toys and learn not to leave things lying on the floor, to prevent accidents. Road safety is taught during outings and the school run and they are encouraged to learn the Green Cross code. Children wear reflective vests when they are outside and talk about the benefits of this, the speed of traffic and hand holding.

p.7

and outcomes for children

The childminder encourages the children to adopt a healthy lifestyle through supporting the five a day healthy eating programme, taking regular exercise and fresh air. They have discussions about food that is good or bad for us, and she pays regard to parent's wishes and children's dietary and religious requirements. There are daily routines for promoting children's personal hygiene skills and the childminder sets good examples for them to follow. They are able to make friends and respect each other, and respond to the expectations of tothers. Children are able to make choices and decisions about what they do and where they go. They enjoy what they do and are beginning to show good habits as active, inquisitive learners. They understand the wider world. For example, they play with resources that reflect diversity such as role play, dressing-up and taking part in celebrations. They show they are good communicators and enjoy stories and are able to express

p.7

and outcomes for children

their feelings and talk about their families and home. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

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

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.8

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

p.8

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.8

Annex B: the Childcare Register

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

p.9

Annex B: the Childcare Register

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

p.9