Childminder in Warwickshire

Inspection report for early years provision

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Unique reference number EY278313 Inspection date 29/09/2009 Inspector Christine Lynn Williams

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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 2004. She lives with her husband and a child aged six in a residential area of Stratford-Upon-Avon, Warwickshire. The family live in a first floor maisonette which is accessed by external and internal stairs. The home is close to shops, parks, schools and public transport links and there is a garden suitable for outside play. Most of the property is used for minding. The family has a pet dog and two rabbits.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding three children in this age group. She also offers care to children aged over five years to 12 years. This provision is registered by Ofsted on the compulsory part of the Childcare Register.

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Description of the childminding

The childminder currently supports children who speak English as an additional language. The childminder collects children from the local school and attends toddler groups on a regular basis. She is a member of the National Childminding Association and is an experienced childcare worker.

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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 make good progress and are sociable and independent. They take part in interesting, rewarding activities that cover all aspects of their learning and development and there are particularly effective arrangements for supporting children who speak English as an additional language. Children develop a strong sense of belonging within the security of the childminder’s home and benefit from the positive steps taken to ensure they understand about healthy eating and develop the life-skills they will need for the future. The childminder is focused on providing care that meets the needs of children and works closely with children’s families and the other settings children attend. However, monitoring and evaluation systems are not yet fully effective in identifying all areas for improvement.

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further?

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

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further?

 review and extend the system for self-assessment to ensure it is evaluative and based on the outcomes for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Safeguarding procedures are thorough and ensure children are well protected. The childminder uses the knowledge gained from training to ensure she can act quickly and effectively if she has any concerns about a child and shares her role and responsibilities with parents so that they know what action she will take if necessary. Good levels of safety are maintained in the home and detailed risk assessments ensure that the places children visit, such as the community allotment, toddler groups or friends’ homes, are safe and secure. The childminder is experienced and shows a commitment to improving her practice through such things as attending training, obtaining the views of parents and gaining information through professional organisations and magazines. She has begun to use self-assessment to identify her strengths and shows a developing understanding of the evaluation process. However, this is not yet sufficiently

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the early years provision

evaluative to ensure that all weaknesses are identified and that continuous improvements can be made.

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the early years provision

The childminder is clear about each child’s starting points and this ensures that she is able to support the progress of all children, including those who speak another language at home. Body language, gesture, expressions and tone of voice are a key part of the childminder’s communication with children and word lists are used and shared with parents to ensure that children’s language skills develop quickly. She takes account of children’s different learning styles and interests and each child is carefully observed so that, as they develop, the childminder can respond appropriately.

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the early years provision

The childminder ensures that the learning environment meets children’s cultural and linguistic needs and good communication between children’s families, the childminder and the other settings children attend has a positive effect on children’s welfare and learning. The childminder is approachable but professional in her relationships and works hard to involve parents as partners in their child’s learning and development. For example, she shares effective approaches for such things as potty training and willingly passes on her knowledge and experience to first time parents. Information is exchanged on a daily basis, for example through discussions, daily diaries and their child’s learning journey. A wide range of good quality, well presented information is available and this ensures parents are well informed and that there are no misunderstandings.

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and outcomes for children

Children are keen, happy, confident and eager to try new things. They are cared for according to their individual needs and confidently seek the support and comfort of the childminder. Many practical life-skills are learnt as they feed the rabbit, wipe their own faces or help each other put away their toys and this ensures they develop the skills they will need for the future. Children have the freedom to explore, be curious and experiment, while still knowing that the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder is always close at hand to help. For example, they go to the allotment to help pick strawberries, enjoy large scale painting in the garden and visit local farms to see the horses. Their communication skills are supported extremely well and children who speak English as an additional language benefit from the childminder’s understanding of the needs of bilingual children. Children count and

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and outcomes for children

learn to recognise numbers as part of their everyday experiences and playing with jigsaws and toys such as small building bricks or a car track encourages even the youngest children to problem solve. Planning and assessment is very effective and the childminder is skilled at engaging children so that they get the most out of their learning. For example, she takes every opportunity to extend their skills such as increasing their vocabulary or turning everyday activities such as having a drink into strong messages about health.

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and outcomes for children

Children benefit from an environment where they show they feel safe, well cared for and relaxed. Exciting learning opportunities are carefully planned so that children can safely enjoy such things as going to the farm or soft-play centre and they learn to act safely as they negotiate the stairs or put their toys away so that their friends do not fall or trip. Children’s understanding of a healthy life-style is very well developed. For example they enjoy nutritious meals and snacks and make the most of different outside areas to keep fit, learn new skills and investigate new things. Home grown vegetables are used as part of children’s meals and children help to grow some of their own food in the community allotment. Fun outdoor activities such as walks to the park and playing in the garden help them to learn how to keep healthy through being active and they are confident in washing or wiping their hands regularly throughout the day. Children

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and outcomes for children

benefit from being with their friends and enjoying the things that make them feel good about themselves. They become familiar with lots of different people in their community and enjoy a wide range of playthings which promote positive attitudes to a varied society. Children’s own family backgrounds, cultures and languages are known and respected and children benefit from the continuity of care that results from the close relationships developed with their parents. 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 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: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 make sure the safeguarding policy includes a statement regarding the procedure to be followed in event of an allegation being made against the childminder or a member of the household. (Arrangements for Safeguarding Children) 13/10/2009

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