Childminder in Nottinghamshire

Inspection report for early years provision

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Unique reference number EY387989 Inspection date 12/10/2009 Inspector Judith Rayner

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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 registered in 2008. She lives on a residential road in the Keyworth area of Nottingham with her husband and four children. Their home is within walking distance of the local school, shops and park. Minded children use the ground floor of the house, with access to the first floor bathroom.

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Description of the childminding

The childminder is registered to care for a maximum of five children at any one time; two children on the Early Years Register and three children on the compulsory part of the Childcare Register. There are currently four children on roll, all of whom are within the early years age range and attend various days throughout the week. 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 good.

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The overall effectiveness of the early years provision

The childminder provides an inclusive service where each child is supported and valued as an individual. Children make good progress in their learning and development because of the interesting and challenging range of hands-on play experiences and links with other providers. An effective partnership working with parents is a strength of the setting supporting the care and learning experiences for each child. Clearly written and well presented policies, procedures and practices in place ensure children are safeguarded and their welfare promoted. The childminder has started to implement an effective system of self-evaluation to monitor her provision. This has supported her in identifying clear targets for future development and helping to ensure continuous improvement.

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further?

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

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further?

 link observations of individual children's learning and development more closely to the early learning goals in order to better identify future targets for them  promote further the good health of the children regarding personal hygiene practices.

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the early years provision

All required records and documents are effectively maintained, stored securely and used to promote an effective framework for the children in her care. Children are safe because the childminder understands that her fundamental role is to safeguard children. Effective risk assessments are undertaken by the childminder to ensure potential hazards are identified and minimised within the home and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 when on outings. For example, daily visual observations and practical tasks ensure children arrive to be cared for in a safe and clean home. Children are further safeguarded because the childminder has a good understanding of her role and responsibility of procedures to take should she be concerned about a child in her care. She effectively shares her procedures with parents and carers.

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the early years provision

The childminder knows each child well and they are happy and settled. She sees the importance of encouraging children from a young age to settle at their own pace to ensure they feel safe and secure. Toys and resources are presented attractively in the living room and conservatory. They are easily accessible, resulting in all children freely accessing their own play materials. Children make good progress in relation to their individual starting points. This is because the childminder finds out as much as possible from the parents from when the child starts and is this approach is maintained throughout the time the child is in her care. The childminder has some systems in place for links with other providers delivering the Early Years Foundation Stage (EYFS) should this be required where the care of children is shared. The childminder is well aware of her current strengths and areas requiring further development because she effectively

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the early years provision

monitors her provision through using a system of self-evaluation. The childminder asks parents and carers for verbal and written feedback about the service she provides, taking on board their views and making any changes where necessary.

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and outcomes for children

Children from a very young age are making good progress in their learning and development. The childminder uses observations to identify children's interests and achievements. This information is then used to plan for children's next steps for learning. However, sometimes the link between observations and the early learning goals are not as clear. This has the potential to impact on some areas of individual children's learning and development in identifying and planning some future targets. Despite this, children are happy, engaged in their play and eager to explore because of the good range of toys and activities presented which are in line with their specific needs and abilities. Children freely initiate their own play because the toys and resources are stored to provide them with independent access such as on the floor or in low-level boxes. The childminder skilfully observes children and provides them with play experiences based on their interests. For

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and outcomes for children

example, she knows one child enjoys programmable games and presses the buttons to engage the child. The child responds immediately and moves over to sit on her knee and engages and participates in the game, pressing the buttons.

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and outcomes for children

Children from a young age are developing their language skills. They happily choose books, sitting on the floor, turning the pages and feeling the texture in the robust, chunky books for young children. They point at the duck and say 'quack quack'. Their language skills are further promoted because the childminder skilfully asks questions, points out objects and talks to them, covering many aspects of daily events and tasks. Good opportunities are provided for children to develop their mathematical skills. The childminder sits with the children on the floor, building a construction of bricks. She carefully counts how many bricks they use to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 build the tower so young children learn and understand numbers. Children enjoy programmable toys. They happily push buttons down and press other buttons to pop-up figures. Children from a young age have access to dressing-up resources

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and outcomes for children

and particularly enjoy playing with hats and shoes, often carrying the shoes around or wearing the hats. Children also use their imagination well. One child plays with the toy phone happily speaking saying 'daddy' and 'bye'. The large and small physical skills are developing well. Young children such as toddlers are confident in their walking and happily move between rooms, often manoeuvring around objects without falling over. They hold bricks, cars and small balls with a good grasp. Good relationships are forming between the childminder and the children. They happily receive and give cuddles and enjoy her company, sitting on her knee or when being picked up.

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and outcomes for children

Children from a young age feel safe to explore in the welcoming home. They are effectively supervised and supported well by the childminder. Children are cared for in a clean home, where mainly good health and hygiene routines help to minimise the spread of infection. Sometimes, children are not always consistently encouraged to wash their hands before eating such as snacks. Children's health needs are met well when they are feeling poorly. The childminder is sensitive to their needs and monitors them closely. There are appropriate opportunities to develop their physical skills and promote their well-being such as fresh air and exercise on a daily basis. Children are offered snacks and drinks but their main meals are provided by the parents. Any indiviudal dietary requirements are adhered to and the childminder vigilantly monitors their intake. Children learn to value differences and diversity through play, activities and discussions, such as

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and outcomes for children

going to the library and participating in craft activities making 'diva' lamps for Diwali. The childminder respects all children and values their unique backgrounds and beliefs, which promotes their self-esteem and self-worth. Young children display good manners, for example, saying 'ta' when they receive toys and food from the childminder. They learn how to behave safely both indoors and outdoors by, for example, following road safety rules and taking part in occasional fire drills. Children are helped to socialise and learn about their local community by visiting others and attending activity groups at the local library and childminding group. Children from a young age have good opportunities to develop the knowledge skills and attitudes they will need for the future. 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 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

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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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