Childminder in Derbyshire

Inspection report for early years provision

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Unique reference number EY229781 Inspection date 09/12/2009 Inspector Angela Howard

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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 2002. She lives with her two children in Langley Mill, a suburb in North Nottinghamshire. The whole of the ground floor, plus toilet facilities on the first floor, of the childminder’s home is used for childminding. There is a fully enclosed garden for outside play. The premises are accessible for people with limited mobility. Care is offered Monday to Friday all year round. The family has a cat, hamster and fish.

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Description of the childminding

The childminder is registered to care for a maximum of five children at any one time, and is currently minding two children under five years. The provision is registered by Ofsted on the Early Years Registe,r and the compulsory and voluntary parts of the Childcare Register. The childminder 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 satisfactory.

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The overall effectiveness of the early years provision

The childminder promotes an ethos where children are warmly welcomed and are helped to understand how to keep themselves safe and be healthy, and make appropriate progress in their learning. However, the information obtained through regular observations about children's next steps is not used rigorously to inform planning. Children are confident and show a strong sense of belonging as they are made welcome and included by the childminder who supports them to make a positive contribution to their own development. However, resources to promote diversity are basic. Self-evaluation of the setting is superficial, but overall the childminder demonstrates the capacity to improve.

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further?

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

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further?

 develop further the use of self-evaluation to recognise the importance of continuous improvement and to develop a culture of reflective practice  continue to develop the observation and assessment system to include the child’s next steps in learning to provide personalised learning, development and support  increase the range of resources that reflect positive images of diversity to raise children’s awareness of difference and the wider world.

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the early years provision

Child safety is a priority for the childminder. She has appropriate knowledge of safeguarding procedures, and the signs and symptoms of possible abuse. This results in her being able to respond with confidence to any concerns she has about This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 any child protection issues. The childminder has adequate systems in place to ensure people who have regular contact with children are suitable to do so. All adults residing on the premises are vetted, and any visitors to the setting are appropriately supervised at all times. Risk assessments are robust, enabling children to freely choose activities, test their skills and make new discoveries within safe boundaries. The childminder supervises the children well, and ensures they have access to a wide range of safe and suitable toys and equipment that stimulate and challenge them. However, the range of activities and play materials

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the early years provision

that represent positive images of diversity, to encourage children to appreciate and value each other's similarities and differences, is basic. Resources are easily accessed by all children to encourage participation and allow them some control over their learning. This gives children the confidence to explore and learn in an environment that is like a second home. The childminder uses local facilities regularly to extend the range of activities each day, such as accessing the local children's centre, local park and soft play areas.

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the early years provision

The childminder has developed a strong relationship with the children's parents and other professionals to ensure they share information, as they work together to provide effective support, care and education. A welcoming atmosphere and effective communication mean there is a two-way flow of information, and ensures parents and other professionals are active partners. This has a positive impact on children's development and learning. Self-evaluation is acceptable, clearly identifying a suitable range of improvements. Although the childminder has identified some areas for improvement she has yet to establish a clear system of how to take these identified areas forward. Since the last inspection the childminder has worked extremely hard to complete the actions and recommendations raised. This has ensured that the overall quality of her service and the outcomes for children are satisfactory and improving.

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and outcomes for children

The childminder's knowledge of the Early Years Foundation Stage guidance is beginning to emerge, which enables her to make sure children's welfare needs are met appropriately. The childminder promotes a calm environment where children are happy and confident. They enjoy themselves and share warm and caring relationships with the childminder and her family. She values each child and makes them feel good about themselves by frequently providing positive support, praise and encouragement. Children are making satisfactory progress towards the early learning goals. Observation records are in their infancy, but do show adequately how children are appropriately progressing in the six areas of learning. However, children's identified next steps are not used rigorously to plan personalised learning, development and support. Very warm, caring relationships are evident as children are relaxed, settled, and are confident to explore, make decisions and

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and outcomes for children

relate well to others. They talk freely about when they made a jelly and what they have done at home. This shows they are developing a sense of time as they begin to differentiate between the past and present, and events in their own lives. This also encourages children to develop a positive identity of themselves. Children have made firm friends with their peers at the childminders, and eagerly await This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 another child's arrival. Children are confident, settled and eager to play. They seek out the childminder to involve her in their play. When completing jigsaws they sort pieces, fit the pieces together skilfully and talk about the picture. They love to bake and have plenty of opportunities to test their skills in measuring and pouring the ingredients, counting bun cases and how many spoons full of mixture they will need.

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and outcomes for children

The childminder acts as a good role model, listening attentively and speaking with respect. She uses positive methods to manage behaviour and distracts younger children swiftly. An ethos where children are warmly welcomed and valued as unique is effectively promoted. The children respond eagerly to consistent praise and encouragement and enjoy the reassurance from the caring childminder. Children enjoy repeating the noises animals make, and accurately identify the animals in the jigsaw. Children are keen to learn and participate and are encouraged to try out new skills. This supports the development of their independence and self-motivation sufficiently well; ensuring that they secure the skills required in order to adequately progress in their learning for the future.

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and outcomes for children

Children feel secure and are able to move around freely in the child-friendly environment, which enables them to explore and take risks, while being appropriately supported. From an early age the childminder introduces children to learning about danger and how to assess risk. Young children are beginning to understand why boundaries exist. For example, they learn about fire safety, 'stranger danger' and road safety appropriately. The childminder follows agreed routines that the children know and understand. They enjoy healthy snacks and meals, such as a variety of different fruits and vegetables, and have free access to drinks so that they can help themselves when they are thirsty. Children's dietary needs are met well because the childminder works with parents to gather, record and review relevant information. She takes positive steps to reduce the risk of cross infection, and helps children to understand and adopt good hygiene practice.

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and outcomes for children

Children are active and gain confidence in what they can do with their bodies, as they pedal and propel toys with their feet, push and pull toys, climb on larger apparatus, and throw and catch balls. This helps children to develop a positive sense of well-being. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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

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Stage

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

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Stage

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

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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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