Childminder in Suffolk

Inspection report for early years provision

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Unique reference number EY333983 Inspection date 16/10/2009 Inspector Sarah Johnson

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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 2006. She lives with her husband and two children aged 14 years and one year in Ipswich in Suffolk, close to shops, parks, schools and public transport links. The whole of the childminder’s home, with the exception of the first floor, is used for childminding. A secure enclosed garden is used for outdoor play activities. The family has two cats, a rabbit, some fish in a tank, and a corn snake as pets.

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Description of the childminding

This provision is registered by Ofsted on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of five children under eight years at any one time, no more than two of which may be in the early years age range. She is currently minding one child in this age group. The children live in the local area. The childminder also offers care to children aged over five years.

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Description of the childminding

The childminder collects children from the local school. She takes children to a toddler group and childminder drop-in group, and plans regular outings to the local park.

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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 are supported to make positive progress across all areas of their learning and development in an inclusive and safe environment. An abundance of meaningful information is gathered from parents and carers on an ongoing basis, enabling the childminder to fully understand and meet each child’s individual needs and personal routines. Children develop a strong sense of belonging at the setting as they form highly secure bonds with the childminder and are very relaxed and confident in her care. The childminder has completed a generally good level of self-evaluation to enable her to make improvements to the service she provides, although she is not yet embraced a wider range of quality improvement tools.

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further?

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

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further?

 use a wider range of quality improvement tools to develop the self-evaluation processes further.

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the early years provision

Children are well protected from harm as the childminder demonstrates a clear commitment to her role in safeguarding their welfare. She has recently refreshed her training relating to the Local Safeguarding Children Board (LSCB) local This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 guidance and procedures, and has established a clear written safeguarding policy to inform her practice. Effective vetting procedures ensure that the childminder and other members of the household have completed the necessary checks to ensure their suitability to be in regular contact with children. The setting runs very smoothly and children are kept safe as the childminder implements her written policies and procedures effectively in practice. For example, detailed risk assessments are carried out each day to ensure the home is kept safe and secure, and there are well-considered arrangements in place should the childminder and

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the early years provision

the children need to evacuate the premises in an emergency. Children benefit from furniture, equipment and resources that are of very high quality and suitable to stimulate and challenge their different ages and stages of development.

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the early years provision

The childminder demonstrates an unquestionable commitment to working in partnership with parents to meet children's individual needs. Parents and carers who are new to the setting receive a highly informative welcome pack, covering detailed information about the service that is provided for their children. The childminder is mindful to ensure this information is fully accessible to parents who speak English as an additional language, using photographs and discussion to add meaning. Parents also delight in reading through their children's learning journey records and the childminder is very keen to incorporate their comments into these records. Parents, past and present, comment extremely highly of the care their children receive and feel reassured that they are receiving very high quality care at the setting. The childminder demonstrates a commitment to liaising with the practitioners who support children in other early years settings to ensure good

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the early years provision

continuity in children's care and learning.

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the early years provision

Children benefit as the childminder has positive aspirations for the quality of the provision, often monitoring and evaluating her practice. She welcomes opportunities to meet with another experienced childminders, sharing knowledge, questioning practice and testing new ideas that further improve the quality of the provision for all children. As yet, the childminder has not utilised a wider range of tools for self-evaluation such as questionnaires for parents or the Ofsted self- evaluation form, and therefore, priorities for improvement are not always as accurately targeted as they could be. The recommendation raised at the last inspection has been fully met, and consequently, outcomes for children's health in a medical emergency have improved.

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and outcomes for children

Children are supported to learn how to keep themselves safe, as the childminder makes the most of incidental opportunities to teach them important safety rules. For example, she takes time to discourage younger children from putting pieces of play dough into their mouths. However, the childminder is also mindful to ensure children can learn from taking realistic risks in safe surroundings. For example, as younger children eagerly explore their interest in opening and closing the door, the childminder sensitively supervises to prevent them from jamming their fingers. A good range of resources that are representative of diversity such as dolls, books and puzzles are provided, helping children to develop an understanding of the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 wider world. Reasonable adjustments are made to maximise accessibility and equal participation for all children. For example, the childminder actively seeks

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and outcomes for children

information from parents of children who are learning English as an additional language, learning key words to use as labels in the environment, encouraging the use of sign language, and celebrating children's use of their home language whilst at the setting. Children are kept healthy through the provision of a well-planned nutritious menu of snacks and meals, and the childminder encourages children to help themselves to fresh drinking water throughout the day from their personal beakers.

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and outcomes for children

The childminder takes photographs of children's activities, keeps samples of their creative work and makes ongoing notes of her observations of children's development. This information is collated in a 'learning journey' record for each child, providing a meaningful map of their progress. In practice the childminder skilfully links her observations to the aspects of learning and development in the EYFS and her observations are used effectively to establish the next steps in each child's learning. Children are engaged and motivated to learn because the childminder's plans play opportunities that are inspired by the children's interests. For example, their interest in putting objects into boxes is enhanced as the childminder provides various balls for children to put into different containers.

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and outcomes for children

Children play in a vibrant, homely and child-friendly environment. A dedicated playroom in the conservatory affords them ample space to explore the wide range of play resources offered, many of which are organised in low-level storage for children to reach easily for themselves. For example, younger children confidently help themselves to a book from the attractive storage unit, before finding a cosy seat on the large bean bag. Children enjoy daily access to the childminder's garden where they develop their physical skills in the fresh air. For example, children enjoy jumping energetically on the large enclosed trampoline, pushing trucks and cars along the decking, and noticing features of the natural environment such as the wind in the trees and various mini-beasts. Children respond extremely well to the childminder's consistent and highly positive approach to supporting behaviour which helps them to play harmoniously together and to share resources with ease.

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and outcomes for children

Minor disputes between younger children are diffused very quickly as the childminder skilfully offers alternative resources which distract the children's attention. Children's self-esteem and confidence is nurtured extremely well by the warm and caring childminder. With the childminder's positive encouragement, younger children discover the confidence to try new experiences, such as touching the sticky play dough. The childminder provides good support for children's developing communication skills and understanding, asking appropriate questions and engaging them in ongoing conversations. 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 2 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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