Childminder in Bath and North East Somerset

Inspection report for early years provision

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Unique reference number EY400348 Inspection date 22/01/2010 Inspector Susan June Stone

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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 0300 123 1231, 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: 0300 123 1231 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 2009. She lives with her partner and two children aged three and six in Bath, North East Somerset. She is expecting her third child in the summer of 2010. The whole of the premises is used for minding, and it is accessed via four steps. There is a garden for outdoor play. The childminder is within walking distance of local facilities.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary part of the Childcare Register. She is registered to mind a maximum of three children at any one time. At present there is one child on roll.

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Description of the childminding

The family pets include two rabbits, two budgies.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children enjoy their time with the childminder and their welfare is protected through satisfactory procedures. The childminder is developing her knowledge of the Early Years Foundation Stage (EYFS) learning and development requirements, and has started an observation and assessment system to help support the children's progress. A positive approach to inclusion alongside developing positive partnership with parents helps to ensure children's individual needs are generally met and their interests promoted, although their next steps of learning are not planned sufficiently to promote good progress. The childminder generally organises her provision and documentation well to support her in providing suitable care; she demonstrates a commitment to continuous improvement and is keen to find ways to develop the service she provides, but systems for monitoring and evaluating the provision are still in their infancy.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 request written permission from parents for seeking emergency medical advice or treatment. (Promoting good health) 05/02/2010

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further?

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

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further?

 continue to develop the systems for monitoring children's progress and achievements; match the observations of children to the expectations of the learning goals and use information gained to help plan activities to further support individual learning and development  develop methods of sharing information with other settings that children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 attend, to fully promote their learning and development  ensure record of attendance is completed daily.

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the early years provision

The childminder has suitable systems in place to ensure children's welfare is safeguarded securely. Policies, procedures and most records are maintained and kept up-to-date to secure the safe and efficient management of her provision and to meet children's needs; however, the attendance register is sometimes not completed daily. Risk assessments are carried out to ensure children are kept safe both within the home and for outings and walks, and the childminder reassessed and recorded the additional hazards the recent snow presented on the walk to school. The childminder organises her home appropriately to meet children's needs. She uses space effectively to allow the children to play in comfort. Children become independent learners as they freely access a satisfactory range of toys and resources according to their age and stage of development. They access them independently from boxes and shelves in the living room, including resources that

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the early years provision

reflect positive images of diversity within today’s society, which demonstrates the childminder's positive attitude towards enabling children to learn about difference and to develop respect for others. The childminder has a sound understanding of her child protection responsibilities; she has a secure understanding of the indicators of abuse and the procedures to follow in the event of any such concerns to safeguard children.

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the early years provision

The childminder has established suitable partnerships with parents. She provides them with policies and procedures for all aspects of her provision to support them in making an informed choice. Parents provide the childminder with information regarding their child's needs and routines, and consent agreements are signed for most aspects of care; however, written permission to seek any necessary emergency medical advice or treatment is not in place, which is a requirement of regulation. 'All about me' forms are completed on admission to help identify children’s needs and routines and help the childminder in forming early assessments. Parents are kept informed through daily verbal communication which is supplemented by the use of a daily diary. Parents act as a link to the other settings and professionals involved in children's care and education, but the childminder has not yet established links herself to further ensure consistency of

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the early years provision

children's needs and to monitor their welfare and well-being.

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the early years provision

Since registration, the childminder has begun to monitor and evaluate her provision in order to identify her areas of strength and aspects for development. She has developed a sufficient understanding of the EYFS and is aware of the systems for support within the local authority. She is committed to improving her practice but as this is still in its infancy, as yet it has had no direct impact on the outcomes for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are happy, settled and secure in the care of their childminder. They make good relationships with her and her family and benefit from a caring, homely environment, where they enjoy their time at the setting. A strong attachment between the childminder and children promotes their sense of security, enables them to separate from parents confidently and to respond without anxiety to unfamiliar adults. The childminder has a suitable understanding of how children learn and develop through their play and instinctively supports children from a young age to make progress in their learning and development. She is beginning to implement some systems to record children’s progress and development. She is taking photographs and recording some observations of the children's play, which she links to the six areas of learning. However, she is not linking these to the expectations within the framework and identified next steps do not link to the

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and outcomes for children

expectations either. This means the progress folders as yet are not an effective tool to help plan and provide opportunities that will encourage and support children to take the next steps in their learning and development.

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and outcomes for children

Children's emotional well-being is suitably supported, as the childminder dedicates her time to supporting and interacting with them. The children are well behaved as the childminder is a positive role model to them in her calm, friendly manner. Through her general practice, the childminder encourages the children to develop their skills for the future. Their early language skills are developing steadily as the childminder constantly talks with them, extending their vocabulary and spoken language. They talk about the different colours they are using when playing with the play dough and colouring pictures. The childminder asks questions about the shapes and numbers, encouraging the children to count. Children are encouraged to share and take turns such as when making a puzzle together, they cooperate with each other to find the correct pieces, matching the colours and shapes successfully. The childminder asks about what is happening in the picture and is

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and outcomes for children

told ‘the men are mixing cement so they can build the houses’. The children are confident to make their needs known, such as which cutters and utensils they wish to use to cut their shapes and model their dough, and show manners as they automatically say ‘thank-you’ for items requested. They ask to take their pictures home to Mummy and request that the childminder writes their name on them. Children are developing an understanding of their local environment as they visit places of interest and meet members of the community. They also learn about the natural world through observing nature on walks and planting activities in the garden. Trips to the park, local walks and play in the garden offer opportunities to develop their physical skills. Children have access to a variety of electronic toys and gadgets which introduces them to technology within today’s society.

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and outcomes for children

The childminder's home is safe and she helps children to develop an understanding of dangers and how to stay safe. Clear explanations from the childminder, such as not throwing toys and sitting down to eat their food, help the children to take responsibility for their own safety and well-being. Children are developing a generally positive attitude to healthy lifestyles. They benefit from being taken out in fresh air on a regular basis, such as going for walks. They are protected from This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 cross contamination through suitable hygiene procedures; for example, nappy changing. Their independence is fostered and they learn about hygiene practices such as washing their hands during daily routines. They sit together at snack times and meal times which helps them to learn good table manners and social skills. Children are safe and feel safe because they are supervised well. The children

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and outcomes for children

enjoy good individual attention and it is evident that close, caring relationships have been established. 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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