Childminder in SheffieldOfsted inspection, 11 Nov 2009

Inspection report for early years provision

p.1

Unique reference number 300246 Inspection date 11/11/2009 Inspector Geneen Yvonne Hulse-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 has been registered since 1995. She lives with her family in a detached property in Sheffield. Local schools, shops and parks are within walking distance.

p.4

Description of the childminding

Children have access to all ground floor rooms including the kitchen, lounge, playroom and conservatory, with upstairs access to bathroom. There is a fully enclosed area to the rear of the property for outdoor play including an outside toilet. Premises are accessible via a small step to the back door.

p.4

Description of the childminding

The childminder is registered for the care of six children under the age of eight years and is presently caring for four children in the early years age group. The childminder offers care to children up to 10 years of age. She is registered on the Early Years Register, compulsory and voluntary part of the Childcare Register. She meets regularly with other childminders as part of the local network and is a member of the National Childminding Association.

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 uses her very good knowledge of the children in her care to provide a broad range of stimulating and challenging activities tailored to their individual needs. She encourages them to explore and undertake enjoyable experiences that effectively support them to attain new skills and extend their independence. Well–established partnerships with parents and carers successfully ensure children’s individual needs are consistently met. The childminder demonstrates a strong commitment to reflective practice, clearly identifying her strengths and areas for areas for development, which effectively contributes to the ongoing improvement of the service.

p.4

further?

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

p.4

further?

 continue to develop planning, observations and assessment systems to identify next steps  continue to review policies and procedures to meet changes to requirements.

p.4

the early years provision

Successful promotion of children's safety and well-being is due to the childminder’s good understanding of keeping children safe. A comprehensive written policy, coupled with a robust recording system supports this area of her work. The childminder demonstrates a clear awareness of signs and symptoms and a strong This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 understanding of her role and responsibilities with regard to child protection issues. Consistent documentation systems ensure all records relating to minded children are up to date. A comprehensive range of policies and procedures support working practice and are made available to parents in their children’s folders. The childminder reviews her policies on a regular basis; however, they do not all fully reflect current guidance. The childminder carries out daily visual checks on her premises both indoors and outside. She has a comprehensive system for

p.4

the early years provision

completing written risk assessments to identify and address hazards as they arise, with a monthly tick list to inform annual reviews.

p.5

the early years provision

Easily accessible good quality resources are attractively displayed in the well- planned and organised playroom. The childminder’s home is very child-friendly allowing children freedom to move freely between rooms. Children receive numerous opportunities to extend their independence, make active choices and plan their own time. Indoor and outdoor equipment is safe and secure giving children space to explore, investigate and start to take manageable risks. Resources promote children’s awareness of diversity, supporting them to recognise differences, as they access all available toys and equipment.

p.5

the early years provision

Well-established relationships with parents and carers successfully support children’s individual needs as they work cohesively together to broaden children’s learning. Parents actively contribute to children’s records on a regular basis, through daily discussions and written remarks. Every child has a learning journey and parents regularly add information to the parents’ page using photographs and short observations about what the children have done at home. Strong links with home ensures that children’s individual needs continue to be met. The childminder is an active member of her local childminder network, offering support and cover for others as needed. She has systems in place to share information with other providers of childcare and education, although these systems have not been implemented, as the children in her care do not attend other settings at this time.

p.5

the early years provision

The childminder has a well-established system in place for ongoing reflection and monitoring her practice. She has addressed all previous recommendations and identified areas for development that will enhance her working practice. Her good knowledge of the Early Years Foundation Stage framework (EYFS) enables her to plan and provide many opportunities for children to extend their learning and development. She accesses all training opportunities offered and shows a high commitment to personal and professional development.

p.5

and outcomes for children

The childminder effectively uses her good knowledge of EYFS to promote children’s care, learning and all round development, demonstrating a strong understanding of how children learn through play. She successfully responds to individual children’s interests and channels their curiosity to extend their learning. The well organised environment offers children free access to a wide range of enjoyable and challenging activities and experiences both indoors and outside. Children enjoy their time at their childminder’s, making good progress towards the early learning This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 goals in all areas of learning, as they make active choices from the broad selection of freely available resources. They are well supported to become active and independent learners in a stimulating and challenging setting, where they make choices to initiate their own play. Children are confident and at home in their

p.5

and outcomes for children

environment, demonstrating high levels of self-esteem. They are given space to feel secure around visitors to the setting, as they childminder introduces them and offers reassuring cuddles. Comprehensive learning journeys are completed for all minded children, which include observations, children’s work and photographs. These systems are under review by the childminder to ensure they identify the next steps in the learning process and as such are still in their infancy. The childminder provides a wide range of activities for minded children based on their ages and abilities.

p.6

and outcomes for children

Children enjoy warm and caring relationships with their childminder, as she offers cuddles and reassurance as they play and become more confident in their surroundings. They enjoy exploring ‘cause and effect’ toys, pushing buttons and listening carefully to instructions of what colour to push. They laugh as they see the desired effect when exploring simple technology. The childminder sits with the children as she supports them to learn new skills and extend their learning, introducing new vocabulary as they chatter together. Excellent photographic evidence in memory books aid children in recalling outings and events as they point to themselves and friends and chatter about where they were.

p.6

and outcomes for children

Children are learning to manage their own safety as part of daily routines and on outings. They enjoy acting out road safety awareness before consolidating their knowledge on walks. Children negotiate their way around the setting with increasing skill, climbing internal steps by holding onto the wall for support. They regularly practise a well-understood fire evacuation procedure and know how to keep safe outdoors. Photographs show children negotiating large and small equipment in the park with confidence. Children enjoy investigating their environment as they collect leaves to make collages and see baby animals in the local park. They chatter excitedly about seeing a baby lamb being born and going to the seaside on a train as they look at photographs together with their childminder.

p.6

and outcomes for children

Children enjoy socials occasions at mealtimes where they sit at small tables to develop good manners and social skills. Good health and wellbeing is positively encouraged as children enjoy healthy and nutritious snacks. The childminder serves meals and food provided for the children by their parents, working closely with them to provide healthy options for children. They enjoy fresh fruit, milk and juice for snack and the childminder adds to their knowledge through themes and topics. Children enthusiastically recall what they had for snack at playgroup and making pancakes together as part of a Pancake Day theme. Good hygiene practice is encouraged as children talk about using rose soap and cream when they wash their hands. Children show independence as they take themselves to the toilet and receive high levels of praise and encouragement as they work together on toilet training.

p.6

and outcomes for children

Children behave well, as they learn to share and take turns, following agreed house rules. They chatter as they recognise colours and shapes when drawing This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 pictures. Children enthusiastically extend their imagination as they act out roles in the home corner, at the workbench and as hairdressers. They competently develop good dexterity as they put dolly’s hair in rollers. They use simple problem solving skills as they dress and undress dolls looking for clothes that fit the appropriate doll. They enjoy acting out stories as they play with small world cars and a garage. Children enjoy many opportunities to explore their natural creativity as they paint, explore textures to make collages and build using a variety of construction materials. They explore number and weigh as they measure out ingredients to bake and take turns in stirring the mixture.

p.6

and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.8

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 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

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 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

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