Childminder in Essex

Inspection report for early years provision

p.1

Unique reference number EY390416 Inspection date 05/10/2009 Inspector Carol Brown

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

The childminder was registered in 2009. She lives with her husband and two year old child in Saffron Walden, Essex. The whole of the ground floor is used for childminding and there is an enclosed garden for outside play. There is a ramp to the premises to enable access for people with disabilities and there is a downstairs toilet. The childminder drives or walks to a local school and pre-school to take and collect children. She takes children to the library, parks and toddler groups.

p.4

Description of the childminding

The childminder is registered to care for five children at any one time, offering places on the Early Years Childcare Register, the Childcare Register and the Voluntary Register. She is currently caring for two children in the early years age group. The childminder is a member of the National Childminding Association (NCMA)

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The childminder is thorough in planning purposeful learning experiences for each child. She gathers relevant information from parents and from her own observations and assessment of the children to assess how best to support their progress given their stage of development, age, starting point and individual needs. Strong and meaningful relationships are formed with parents and carers and the childminder is developing systems of communication with other settings the children may attend, in order to promote continuity and coherence in supporting children to make good progress towards the requirements of the Early Years Foundation Stage. The childminder is proactive in her approach to providing a high-quality service. In addition, she undertakes reflective practice, through self- evaluation, in order to identify strengths in her practice and areas for development to ensure continuous improvement.

p.4

further?

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

p.4

further?

 develop and maintain a two-way flow of information with other settings that minded children attend on a regular basis  develop further resources which present positive images of society.

p.4

the early years provision

The childminder has organised and developed policies and procedures which are reflective and personal to her practice. All records required by legislation are in place, are shared with parents and carers and implemented in practice in order to promote very positive outcomes for children. However, partnerships with other This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 settings that the children attend are not always collaborative and therefore systems to ensure children’s all round development are not entirely cohesive. Very clear and effective systems are in place to protect children from harm and keep them safe, these are maintained consistently. There are effective safe procedures in place for the arrival and collection of children, and the premises remain secure at all times to prevent children leaving unescorted or anyone gaining unauthorised access. The childminder is careful to check the identification of visitors to the

p.4

the early years provision

setting and never leaves children unsupervised. Self-evaluation and reflective practice is an important part of the childminder's service. Meaningful reflection on her provision enables her to identify future development to ensure her service remains of a high calibre; she does this in conjunction with parents, carers and children, using comments books, questionnaires and open discussion.

p.5

the early years provision

The childminder understands the relevance and importance of continuing her professional development and as a result, training remains a high priority for her. The childminder is proactive in developing in her knowledge and understanding through research and training. An example of this is that she has completed safeguarding and Early Years Foundation Stage training, paediatric first aid, and she is currently working towards a CACHE Level 3 in Home-based Childcare. The childminder strives to promote an inclusive environment and there is no bias in her practice in relation to gender, race or disability. An example of this is that the childminder has made adaptations to her home to enable easy access for people with disabilities.

p.5

the early years provision

Partnerships with parents and carers are excellent. This is as a direct result of the childminder taking the time to share information through daily discussion, home/childminding diaries, inviting parent’s comments in their child’s learning journal and text messages. The childminder actively supports parents or carers with their understanding of the requirements of the EYFS and how she uses this to promote children’s learning, development and welfare. This approach empowers parents and carers and helps them to share information which directly supports their child's learning and development during their formative years. In this way both parties work in partnership in the best interests of the child.

p.5

and outcomes for children

Children learn to keep themselves safe. They negotiate space within the childminder’s home with confidence. Children learn about road safety and evacuation procedures, which are practised on a regular basis. This helps children to learn and understand about the right course of action to take in an emergency situation. In addition the childminder keeps children safe, for example reminding children to ensure that the small step in the bathroom is clicked into place before they step on to it. Children also demonstrate a sense of safety in the childminder's home, moving freely, cooperating with each other and showing confidence when playing and being with the childminder. They clearly develop their understanding about the importance of healthy eating and exercise, supported by the childminder who introduces nutritious foods. As children grow she ensures they learn about foods which are good for them, enabling them to make informed choices. Children

p.5

and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 have plenty of opportunities to benefit from fresh air and regular exercise, to run and use larger apparatus which helps them to develop physical skills and coordination. They learn about the importance of personal hygiene, washing their hands thoroughly before meals and after using the toilet. They have regular access drinking water, this helps them to understand their own needs.

p.6

and outcomes for children

The childminder acts as a good role model, as she remains calm and gives children clear and concise explanations. Children have built warm, caring and trusting relationships with the childminder. They explore the environment, using their imagination. They notice difference and respond with care and concern when other children become distressed, offering words of comfort and their own toys to soothe the child. Children are supported by the childminder in developing their curiosity. She organises trips out and about in the local area, such as to parks and the local library, where children have the opportunity to socialise with others and develop their understanding about the world around them. Children's behaviour is good and they demonstrate and increasing awareness and kindness to others when taking turns with resources and sharing toys.

p.6

and outcomes for children

The childminder has a very clear understanding of the Early Years Foundation Stage and she has taken time to organise systems of observation, assessment and planning in order to build on what children know and can do and help them make as much progress as possible towards the six early learning goals. Learning opportunities are clearly based on observations of the children and their next steps for learning are consistently linked to the learning intention of the EYFS.. The childminder provides a secure environment which reflects the children's backgrounds well, enabling all children to feel welcome and included. Excellent partnerships with parents, and carers provide continuity of learning and development.

p.6

and outcomes for children

Attention to storage and access to resources has been well thought out and the childminder adapts this to meet the children’s needs and ease of accessibility. Children’s pre-literacy skills are supported as toy boxes are labelled and have a picture of the contents on the box. Attention to detail enables children to move freely, initiating their own play and learning at their own pace. The childminder provides a stimulating environment which encourages children to investigate things for themselves, developing skills for later learning. Children communicate with each other supported by the childminder. This helps them to feel fully included and enabling them to communicate their needs and interests. Children have a wide range of resources and the childminder is careful to plan learning opportunities across all six areas of learning. She builds on children’s interests; an example of this being that one child was interested in butterflies. The childminder extended

p.6

and outcomes for children

this interest with stories relating to the life cycle of the butterfly, providing wind up caterpillars and butterfly painting. Children have access to a varied and stimulating range of resources and activities that enable them to understand how things work, the natural world and develop their creative and imaginative skills. Children use their imagination well, adapting play materials to suit their needs for example noting that the teeth on a plastic hacksaw looked like the teeth of a comb. However, resources that present positive images of the wider community are less accessible. Overall, children are supported extremely well to secure their skills and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 make good progress in their learning. In addition the provider is taking steps to ensure resources and the environment remain sustainable. 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.8

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.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

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 1 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

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.8

Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 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

p.8

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.8

Annex B: the Childcare Register

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

p.9

Annex B: the Childcare Register

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

p.9