Childminder in Middlesbrough

Inspection report for early years provision

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Unique reference number 312646 Inspection date 26/11/2009 Inspector Pauline Pinnegar

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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 has been a registered childminder since 1996. She lives with her husband and two adult children, in the Acklam area of Middlesbrough. The house is situated within easy distance of local amenities including schools. The whole of the house is used for childminding. There is an enclosed garden available for outdoor play. The childminder cares for children on weekdays from 7.00am to 5.30pm.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding four children in this age group. She also offers care to children aged over five years to 11 years. This provision is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is also registered to provide overnight care for one child aged under eight years. She also works alongside a named assistant within her provision. The childminder takes and collects children from her local school and attends several toddler groups within the area.

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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 quality of learning and development and a well planned daily routine ensure children make effective progress in the Early Years Foundation Stage (EYFS). Children thoroughly enjoy their time at the setting and make progress in the six areas of learning. Excellent partnerships with parents ensure that children’s needs are met effectively. All policies and procedures are inclusive and implemented successfully to promote children's welfare and ensure they are effectively safeguarded. Systems to evaluate practice are effective in improving standards and making further progress in most areas to improve outcomes for all children. Parents views are also sought to support this progress.

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further?

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

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further?

 further develop activity planning to help children to know about other peoples cultures in order for them to understand and celebarte similarities and differences in a diverse society.

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the early years provision

Children are effectively protected from harm or neglect, as the childminder has a very clear understanding of the signs and symptoms of abuse and her legal duties and responsibilities. She has undertaken training to assure she is kept well This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 informed. Adults within the provision have undergone effective vetting procedures to reinforce children’s safety. The childminder promotes excellent working partnership with parents to safeguard children through sharing comprehensive policies and procedures. Very comprehensive risk assessment of the premises and of prospective outings and detailed daily safety checks are carried out in all areas to eliminate hazards. Children are encouraged to adopt safe and responsible behaviour patterns through regular input from the childminder. There is a good procedure to protect children from the spread of infection, as arrangements are in

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the early years provision

place to exclude children who have any infectious illnesses.

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the early years provision

The childminder has implemented a robust system to monitor and evaluate her practice, hence ensuring that improvements are made which promote all aspects of children’s welfare and learning. For example, she has updated all policies and procedures in line with the Early Years Foundation Stage (EYFS) and is making constant improvements in her professional skills to provide good outcomes for children. Ongoing training to promote improvements is the key strength of the setting. The childminder regularly attends relevant courses, including first aid, EYFS, and sign language for babies. Further training targets have been adopted to advance the outcomes for children. Since the last inspection the childminder has taken effective steps to maintain improvements in line with EYFS, documentation in relation to the complaints procedure now contains all the required information for parents.

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the early years provision

The childminder provides a friendly environment where children feel secure and demonstrate a sense of trust. Good organisation of quality resources provides free choice to encourage children's independence, including encouragement for toddlers to explore. Premises are welcoming to both parents and children, with a wealth of displays of learning aids and information for parents about the service. This contributes to children’s well-being. Children develop their knowledge and understanding of the wider world through an appropriate range of resources that promote diversity and anti-discriminatory practice. However, this has not been extended into activity planning but the childminder recognises this is an area for development within her provision. The childminder can demonstrate that she is capable of taking care of children with special educational needs and/or disabilities, and obtaining appropriate support to ensure that they can make progress in a

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the early years provision

suitable environment. She recently completed a 'baby signing' course and has implemented this very effectively into her practice with the children.

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the early years provision

The childminder works very well with parents of the children, valuing their contribution and involvement as partners in their children’s learning and care. Parents are actively encouraged to share what they know about their child at admission. Through a number of means, they are kept well informed about the service the childminder provides. For example, they receive copies of written policies, can discuss their child’s day informally and benefit from discussing their profiles regularly at review meetings, and receive detailed daily diaries. The childminder constantly seeks their views via written questionnaires in relation to the care and education she provides and takes suitable action if required. Parent comment very positively and state the childminder is 'very flexible and fully supportive' and she is 'marvellous, and overall she is an excellent childminder'. There are suitable arrangements to work in partnership with other professionals,

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the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 such as pre-school staff to promote the integration of children’s care and education.

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and outcomes for children

Children are content and confident in familiar surroundings, as the childminder is sensitive to their needs and interests. They play happily in a family-oriented environment with self-selected toys. Children build relationships with each other and the childminder and show delight in playing with her. Good organisation of equipment and toys provides inclusive practice and enables children to use the resources imaginatively and follow their natural curiosity as learners. To cater for the needs of individuals, the planning of activities contains detailed information on the six areas of learning and development. Detailed, observation and assessment records of children, clearly identify their next steps in development, and this information is used to inform planning for individual children. The childminder has developed a detailed system to track children's development over time including children's stating points. Overall, she plans purposeful play with a good balance of

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and outcomes for children

adult-led and child-initiated activities. As, a result children are making good progress towards the early learning goals. Children confidently make decisions in choosing resources and develop a sense of responsibility by packing these resources away when they have finished playing with them. The children are well behaved, as the childminder uses a positive and consistent approach to managing behaviour which takes into account children’s levels of understanding and maturity and children adopt the 'kind feet, hands and mouth' ethos.

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and outcomes for children

Children’s communication skills are well supported, as the childminder spends time talking to and engaging them as partners in conversation. Routine activities, such as reading stories and making marks enhance children’s communication skills. Children also visit their local library to choose their own books. Children explore early problem solving as they complete large floor jigsaws and expand on this activity with the alphabet jigsaw looking at letters and sounds. Children have excellent opportunities to learn how to keep themselves safe. They take part in an abundance of fun activities as they learn about road safety making props for their role play. They practise regular fire drills and take part in exciting topics about 'people who help us'. Which includes visits to their local community police and fire services, and learn about water safety as they visit the local lifeboat centre.

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and outcomes for children

Children are supported in developing the knowledge, skills and understanding that help them to make sense of the world. They visit museums, parks, and farms. They learn about different weather, and changes in the seasons. They explore and investigate creatures during trips to 'Natures World'. Children have fun planting bulbs and cress and watch them grow and this is complimented with trips to the local garden centre. Children develop their social skills when they visit the various groups they attend with the childminder throughout the week. Young children are happy and content in exploring their own environment. They acquire basic skills in operating a good range of programmable toys and the computer to develop their understanding of how technology can help them in their everyday lives. Children explore and develop their creative skills through regular opportunities of using This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

colours, paints and play dough. A range of musical instruments, textures and sensory experiences, including hand printing to make hedgehog pictures. Very young children explore their senses with a range of natural materials, such as sponges and silk scarves in the inviting 'treasure baskets' and 'feely bags'. Children use their imaginations while taking part in role play, such as pretending to make lunch with the play food and kitchen and take the dolls for a walk in the buggy. A range of musical instruments and listening to a variety of music supports children’s talents. This is complimented with visit to 'Jolly Jingle' sessions at a local group. Children move their bodies to the sounds of their favourite music and join in enthusiastically singing and signing to their favourite rhymes.

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and outcomes for children

Children's physical skills develop effectively through the good range resources and challenges in the outdoor play area and at the various group they attend, for example children attend 'gym world' and develop skills and have fun on the 'bouncy castle'. They go for walk on a regular basis and use a wide range of physical play equipment at the park. Very young children practice their early walking skills using a range of 'push-along' toys. They enjoy a range fresh fruits at snack times and freshly cooked meals including vegetables at meal times. Drinking water is available and accessible throughout the session. The childminder adopts good hygiene practices in relation to nappy changing. Children learn the importance of personal hygiene through daily routines, for example, washing hands after using the toilet and before eating. Individual towels are used and complimented with visual reminders about hand washing.

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and outcomes for children

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 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

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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 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

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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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