Childminder in Warwickshire

Inspection report for early years provision

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Unique reference number EY104412 Inspection date 13/01/2010 Inspector Lisa Parkes

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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 0300 123 1231, 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: 0300 123 1231 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 2002 and lives in the St Nicolas Park area of Nuneaton. The childminder lives with her father, husband and two children aged 11 years and 18 months. The whole of the ground floor is used for childminding. There is a fully enclosed garden for outdoor play.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register to care for a maximum of five children under eight years at any one time, of whom no more than two may be in the early years age group. There are strategies in place to support children with special educational needs and/or disabilities and children who are learning English as an additional language.

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Description of the childminding

The childminder is a member of an approved childminding network.

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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 in their learning. Their individual needs are well met as important information is gathered from their parents, enabling the childminder to understand and meet each child’s personal requirements. There are some strategies to help parents and carers support their children's learning at home. Children develop strong relationships and are very happy and content at the setting. They are fully supported to participate in the activities offered by a skilful and cheerful childminder. Children are safe and secure and protected through a wide range of procedures and everyday practices. Although self-evaluation is in its infancy the childminder demonstrates a very positive attitude towards continuous improvement.

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further?

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

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further?

 use self-evaluation and quality improvement processes as the basis of ongoing internal review  develop further ways to involve parents in their children's continuous learning and development to enhance children's progress towards the early learning goals.

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the early years provision

The childminder has an accurate, up-to-date understanding of safeguarding children issues. A written safeguarding children policy is in place and the childminder knows what action to take in the event of a safeguarding issue. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder takes effective steps to eliminate risks. For example, risk assessments are routinely conducted and recorded. In addition, the childminder helps children to keep themselves safe by using outings as a valuable opportunity to learn about road safety. Children know what is expected of them and demonstrate a clear understanding of how to stay safe independently of adult prompts. For example, by remaining seated whilst using scissors. Good quality interaction and well organised routines help children to become secure and confident in the setting.

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the early years provision

The childminder is motivated to seek further improvement and is committed to updating her professional knowledge through regular training. As a result, outcomes for children are good. The childminder is beginning to consider the strengths and weaknesses of her provision and is confident about what she needs to do to improve further. She has been successful at making and sustaining improvements, for example, implementing the use of Learning Journeys to track children's progress. However, self-evaluation is in its early stages and is therefore not as fully promoted as it could be. The environment is safe and very well cared for and the atmosphere is warm and welcoming.

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the early years provision

Resources are good quality, fit for purpose and able to support children's learning and development. For example, toys are age and stage appropriate and capture the children's interests. The childminder is very knowledgeable about the children in her care and highly intuitive of their needs. She is committed to ensuring that the needs of each child are fully accommodated and skilfully adapts her provision to meet the needs of the children who attend. For example, by creating busy and interesting sessions for younger children and a relaxed atmosphere for children of school age. The childminder is focused on helping children to make good progress in their learning and development, and promoting their welfare. As a result, children’s progress in relation to their starting points is good.

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the early years provision

The childminder actively promotes equality and diversity and provides a secure environment which reflects children's backgrounds and some sections of the wider community. Partnerships are well established and the childminder communicates with other providers and partners involved with the children who attend. For example, by maintaining dialogue with practitioners at the local school and pre- school and sharing good practice. The childminder routinely obtains information about the different topics children are involved in so that she can compliment what they are learning. This successfully supports children's achievements and well- being.

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the early years provision

The childminder forms strong relationships with children's parents. She seeks and takes account of their views about important issues such as children's starting points, personal care needs and routines. There is a regular exchange of information and the childminder keeps parents up-to-date about aspects of children's care and progress. However, opportunities to actively involve parents in their child's learning and development are not yet fully exploited. The childminder dedicates time to getting to know children and their families, fostering delightful relationships and helping to ensure that children settle quickly and feel secure. She is enthusiastic about her role and children benefit from high levels of supervision and individual attention, and they blossom in the childminder's care. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder implements a simple routine which incorporates children's personal care needs and gives a pattern to their daily lives. She provides a wide range of exciting activities and experiences to meet children's needs. For example, she initiates adult-led activities such as baking and gardening and also enables children to pursue their own interests such as art and craft activities. Children regularly come across new and interesting challenges and learning is lots of fun. Consequently, children are constantly busy and engaged.

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and outcomes for children

High quality planning and organisation ensures that children are suitably challenged by the learning experiences provided. Activities are well planned, based upon thorough and accurate observations and assessment and matched to the needs and interests of each child. The childminder uses 'Learning Journeys' to effectively track children's personal progression through the early learning goals. Children make strong progress in their learning. They are very settled and willingly take part in activities.

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and outcomes for children

Children adore baking. They eagerly make suggestions and help to gather all of the ingredients and equipment. Children count the number of ingredients with confidence and the childminder incorporates mathematical language such as "more" and "less". Children learn about the order that ingredients are added, look at the labels on the packages and begin to predict which ingredient will come next. Children mix the ingredients enthusiastically and thoroughly enjoy the learning experience. Children's communication is promoted as they listen to and follow simple instructions and request help and support from the childminder.

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and outcomes for children

Children are creative and take pleasure drawing, colouring in and participating in art and craft activities. Children are provided with images that incorporate their current interests and they respond with glee and excitedly colour them in. The childminder maintains constant dialogue with children about what they are doing and asks questions to extend their thinking. Children talk about colours and shapes and use descriptive language. For example, they describe glue as "droopy" and announce that scissors are "sharp". Children are encouraged to write their own names onto their artwork and confidently sound out the letters. They receive an abundance of praise for their efforts and proudly attach their finished articles to the door for everyone to see.

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and outcomes for children

Children's behaviour is exemplary and they show an excellent awareness of responsibility within the setting. For example, by tidying away their toys, voluntarily washing their hands and putting on their coats and shoes independently. Children show an extremely strong sense of security and belonging within the setting. They are confident, settle well and develop excellent relationships at every level. Children display extremely high levels of confidence and self-esteem and form positive relationships with the childminder and members of her family. The childminder helps children to secure the skills they require in order to progress in their learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children show an exceptional understanding of healthy lifestyles and follow appropriate personal hygiene routines. They thoroughly enjoy opportunities to engage in physical activities, both indoors and out. For example, playing ball

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and outcomes for children

games, dancing to music and performing action rhymes and climbing the large play apparatus at the local park. Children demonstrate a positive attitude towards healthy eating and enjoy making and tucking into fruit sandwiches. The childminder's father grows vegetables in the garden and children learn about healthy eating. Children thrive because their individual health, physical and dietary needs are met to an exceptional standard. 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 1 The extent to which children make a positive contribution 1 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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