Childminder in Leicestershire

Inspection report for early years provision

p.1

Unique reference number EY333054 Inspection date 12/11/2009 Inspector Alison Edwards

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

This childminder registered in 2006. She lives in a house on a residential road in the outskirts of Leicester. The household consists of the childminder, her adult daughter and younger daughter aged 11 years. Minded children use the ground floor of the house for play, with access to the most of the first floor as needed. There is an enclosed garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register to care for a maximum of six children aged under eight years, including three in the early years age range. There are currently two children under the age of eight on roll, including one in the early years age range. The childminder is also registered on the voluntary part of the Childcare Register to care for older children.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

The provision for children in the Early Years Foundation Stage (EYFS) is sound. Children are secure and settled in the childminder's care because she makes effective arrangements for their safety, and knows them well as individuals. The childminder has sufficient knowledge of the learning and development requirements of the EYFS to help children make sound progress in their development. She has improved her practice in accordance with recommendations made at her last inspection. She already makes some use of locally available support and training, and is in the early stages of establishing her own systems to review her current practice.

p.4

further?

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

p.4

further?

 develop more confident familiarity with the areas of learning and development in order to better support children’s learning and development  make more use of observations to plan the next steps in each child’s development and regularly review their progress  develop further the arrangements to share progress information with parents establish more systematic ways of assessing strengths and priorities for development within the childminding service to further improve the quality of provision for children.

p.4

the early years provision

There are good arrangements to safeguard children from harm. The childminder shows a clear recognition of what child abuse and neglect mean, and has a thorough understanding of her responsibilities to liaise with the relevant agencies in the event of any child protection concerns. There are effective arrangements to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ensure that all adults living in the household are suitable to be in the proximity of minded children. The childminder undertakes and records systematic risk assessments to effectively underpin the sensible practical measures to promote children's safety, whether on the premises or on outings. Relevant documents are readily accessible to underpin arrangements for children's care and welfare, including records of individual children's contact and health details, and clear and up-to-date policies.

p.4

the early years provision

The childminder has established sound arrangements to work in partnership with others to support children's welfare and learning. Prospective parents have access to a methodically-organised portfolio containing relevant policies and procedures, and verification of relevant qualifications, such as current paediatric first aid certification. This helps to ensure that they have a sound awareness of arrangements for children's care. The childminder is careful to seek relevant information about children's personal and contact details, including details of any specific medical or dietary needs. She also encourages new parents to share their knowledge of children's current interests, preferences and abilities, so helping her to take account of each child's individuality when they start with her. The childminder already provides diaries to parents giving a brief outline of children's daily routines and activities. However, systematic arrangements are not yet fully

p.5

the early years provision

established to share on-going assessments of children's progress with parents to ensure an up-to-date shared understanding of the next steps in children's development and learning. The childminder recognises the need to establish links with other early years settings, such as reception classes, in the event of a child also attending these. She recognises the value of working in partnership with other agencies to support the inclusion of any child with identified special educational needs and/or disabilities.

p.5

the early years provision

The childminder has taken appropriate steps to address recommendations raised at her last inspection, for example by ensuring that she seeks written parental authorisation to obtain medical treatment in the event of an emergency. This improves arrangements to underpin children's welfare. She makes use of some relevant local training to underpin the safe management of children's care, for example by maintaining current food safety and paediatric first aid certification. She has sought advice from local authority development staff to gain an initial awareness of how to introduce the learning and development requirements of the EYFS appropriately. However, she has not yet fully established effective systems to monitor and review her own practice in order to assess its existing strengths and accurately identify priorities for on-going development to further improve the quality of provision for all children.

p.5

and outcomes for children

The childminder promotes children's safety well. Children are cared for in a secure and comfortable family home, where they confidently and safely use a varied selection of good quality play materials, suited to their stage of development. They learn how to behave safely because the childminder involves them in thinking about potential hazards and how to deal with them within daily routines. For This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 example, children learn how to handle items such as scissors safely during creative activities. They talk with the childminder about why they need to stay away from moving swings in the park, or about the meaning of different signs and markings when waiting to cross the road. Children develop a sound understanding of healthy lifestyles within the childminder's care. She encourages them to follow appropriate hygiene procedures within their daily routines, such as washing their hands with

p.5

and outcomes for children

liquid soap. She talks with them about the reasons for wearing outdoor clothing when playing outside on a chilly day. Flexible arrangements for the supply of meals helps to ensure that these are suited to individual children's needs and family routines, whether by the provision of packed lunches by parents, or of home- cooked main meals by the childminder. Children readily develop their dexterity as they successfully complete jigsaw puzzles or use art and craft materials. They enjoy a variety of opportunities for energetic activities enabling them to use their movement, balance and coordination skills, as they play ball games in the garden or use climbing equipment at local parks or toddler groups.

p.6

and outcomes for children

There are good arrangements to promote children's personal and social development. The childminder knows children well as individuals, and is caring and attentive in her dealings with them, so helping them to feel settled and valued in her care. This helps children to become confident in establishing relationships with other people, and in showing enjoyment and interest in their play. The childminder establishes clear and consistent expectations for children's behaviour, talking with children about the reasons for these, so helping children understand how to show care and concern for their surroundings and for other people. Children enjoy access to a selection of good quality play materials reflecting people with different abilities and lifestyles, so helping them to begin to recognise and respect diversity.

p.6

and outcomes for children

The childminder has a generally sound overview of the main areas of learning identified in the EYFS, and recognises the value of practical play and first hand experiences in helping to support children's learning. Consequently, children are establishing a sound basis for their future learning and skills. For example, matching games and board games help children learn to concentrate and take turns, and enable them to recognise and use numbers. Pre-school children use spoken language to tell the childminder what they want to do outdoors, such as playing simple chasing or ball games. The childminder displays their independent artwork, showing that she values their independent mark making and drawing. She involves pre-school children in simple word games, so helping them to understand aspects of sounds and letters. Children begin to investigate how things work as they play with magnets, or fit different construction pieces together. They

p.6

and outcomes for children

sometimes use aspects of everyday technology in their play, for example, when playing with toy mobile phones. Children learn about aspects of the wider world as they see dinosaur fossils on a museum trip, or as they talk about the changing seasons during visits to local parks. However, the childminder is not yet fully confident in her understanding of each aspect of what children need to learn. Consequently, she does not yet make best use of observations of children's current abilities to identify the next steps in their learning and to plan the most relevant and motivating learning experiences for each child to support consistently high levels of challenge and progression. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.7

Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 3

p.7

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.7

Annex B: the Childcare Register

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

p.8

Annex B: the Childcare Register

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

p.8