Childminder in Cornwall

Inspection report for early years provision

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Unique reference number EY231015 Inspection date 13/10/2009 Inspector Julie Wright

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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 2002. She lives with her husband and two children aged nine and five years, in Saltash. All areas of the house are used for childminding purposes, with the exception of the childminder's bedroom. The house is close to the park, school and local shops.

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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. There are currently six children on roll, two of whom are in this age group. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The childminder attends local carer and toddler groups and is a member of the National Childminding Association.

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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

The childminder provides a safe and secure setting and children are happy in her care. Activities are well planned to ensure that children are interested and make progress in all areas of their development. The childminder is effective in her implementation of the Early Years Foundation Stage (EYFS) framework. Children’s individual needs are met and the childminder promotes an inclusive service. The childminder demonstrates continuous improvement and has begun to reflect on her practice.

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further?

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

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further?

 seek initial information from parents on children's capabilities and current stage of development, to inform planning for individual progress  continue to develop procedures to monitor and evaluate the effectiveness of the provision.

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the early years provision

The childminder has a good understanding and secure procedures in place to safeguard children. She attends relevant training to ensure that her knowledge and policies are up to date. Premises and equipment are safe and suitable for children with hazards minimised. The childminder also conducts effective risk assessments for outings to ensure safety for children. Age-appropriate harnesses and wrist straps are available for additional security, when young children are taken out walking. The childminder also makes provision for changes in weather and carries emergency contact numbers with a first aid kit. Procedures to promote and protect children’s health and welfare are fully implemented in practice. Records and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 documentation are well organised and in good order, which contributes to consistent care arrangements.

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the early years provision

The childminder describes suitable procedures to liaise with other providers of the EYFS, should children attend more than one setting. She has good working relationships with parents and they value the provision. Parents provide positive comments and are pleased with their children’s care and learning. Regular discussions take place and the childminder uses a daily message book, which ensures that children’s individual needs are met. Introductory visits are effective in helping children to settle and feel secure. Parents provide general information on children’s routines and preferences, although this does not include details of capabilities and developmental starting points. The childminder provides varied, well maintained toys and resources that promote inclusion and areas of development for children.

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the early years provision

Since the last inspection the childminder has completed previous recommendations, resulting in improvements to fire safety and the complaints procedure. The childminder has also made improvements to planning and attended training sessions. She has partially completed a self-evaluation form with regard to assessment of practice. However, this does not clearly identify her strengths or areas for further development. The childminder has a good understanding of how children learn through play. She is familiar with the areas of learning and is making good progress in the implementation of the EYFS. Procedures to observe, assess and plan for children’s individual development are in place. Children’s records of development, photographs and examples of their creativity provide evidence of their consistently good progress.

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and outcomes for children

Children are happy, content and well cared for by the childminder. They begin to develop confidence and social skills from an early age. For example, younger children explore their surroundings with interest and watch each other as they play. Trips to local toddler groups help children to become aware of the wider community. They become accustomed to different environments and feel safe as they play in other environments. Children learn to have respect for others and understand that people have different needs. For example, children understand that ‘signing’ is a form of communication. Resources help children to become aware of diversity and include books reflecting other languages. Some key words of children’s home language are used by the childminder, which contributes to meeting individual needs. However, not all children are encouraged to learn and use them, which would enhance inclusion.

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and outcomes for children

Children make independent choices from the toys and activities. Younger children know where resources are stored and confidently point to what they would like. For instance, toddlers go into the kitchen and indicate that they want to play with the dough. They sit at the table using tools and equipment as they manipulate the malleable material. This helps to develop hand-eye coordination as they roll, cut and make different forms. Children focus well and show good levels of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 concentration as they complete activities. They choose resources from the toy box and carefully examine them. Younger children enjoy pressing buttons on a toy phone and understand the ‘light and sound’ responses. The childminder interacts well with the children to extend and challenge their learning. For example, mathematical language is prompted as they play games or build towers.

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and outcomes for children

Visits to toddler groups provide further social opportunities for children. They have close relationships with the childminder and feel secure in her care. Children are familiar with the daily routines which promote their understanding of health and hygiene. For example, they recognise and use their individual face cloths, towels and toothbrushes. They benefit from healthy meals, snacks and regular drinks. Children express their creativity in a range of activities. They ‘splodge’ paints with a brush or use sponges to form shapes and patterns. Musical instruments are made, such as, ‘shakers’, which children use when singing songs. Role play resources include replica kitchen equipment and a shop till. These help to develop children’s early understanding of electronic technology and how things work. They learn about safety within everyday situations and understand what is expected of them. For instance, they follow simple instructions indoors and outside, which

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and outcomes for children

contribute to keeping them safe as they play. 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: 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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