Childminder in Gloucestershire

Inspection report for early years provision

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Unique reference number EY400707 Inspection date 17/03/2010 Inspector Jenny Read

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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 has been registered since 2009 and is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She may provide care for a maximum of five children under eight years, of these not more than two may be in the early years age group. The childminder currently cares for two children in the early years age group on a part-time and random basis depending on parents individual working patterns and needs.

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Description of the childminding

The childminder lives with her 17-year-old son and three-year-old daughter in the Hester's Way area of Cheltenham, close to schools, shops and play parks. The whole of the house is available for childminding. The main areas used are the sitting room, open-plan kitchen and dining area, play room during warm weather and upstairs toilet facilities. Upstairs bedrooms are available for sleeping. There is an enclosed rear garden with grass and patio areas for outdoor play. The family has a pet dog, two guinea pigs, cold water fish and three cats.

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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 benefit from a welcoming and friendly environment in which to play. Many aspects of their welfare are promoted generally well. Children are well engaged in a selection of activities, although limited assessment and planning mean that children's individual learning needs are not fully met. Some areas of learning are promoted successfully to challenge children's learning, however this is not consistent across all areas of learning. Effective communication with other settings children attend, successfully support children's learning. Systems for the childminder to evaluate her practice are in their infancy. Although these are inclusive of parents, not all gaps have been identified meaning there are some breaches of regulation.

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further?

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

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further?

 ensure a risk assessment is completed for each outing undertaken (Safeguarding and promoting children's welfare) 14/04/2010

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further?

 take all reasonable steps to ensure that hazards to children outdoors are kept to a minimum (Suitable premises, environment and equipment) 14/04/2010

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further?

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

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further?

 develop the planning systems to ensure all six areas of learning are given This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 sufficient focus  develop further the observation and assessment systems to ensure children's next steps are well known to inform future planning  develop further children's opportunities to learn about their own and other cultures

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the early years provision

Children's health, safety and wellbeing are generally well protected. The childminder implements secure safety measures during play, demonstrating good awareness of potential risks to children. Also regular fire drills and robust recording systems ensure the first aid box and smoke alarms are checked every month, promoting children's health and safety. Generally good awareness of the signs and indicators of abuse and clear knowledge of the procedures to follow with any concerns, ensures children are generally well protected from harm and abuse. Although risk assessments include all areas of the house and garden, including furniture and equipment, details about their impact on the children is inconsistent. Also the assessments are not rigorous meaning some risks are not securely identified and actioned according to manufacturers guidelines, such as children's use of the trampoline. In addition, risk assessments for each type of outing

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the early years provision

undertaken are not in place as required.

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the early years provision

The childminder is friendly and committed to developing her practice and the quality of experiences for children. Whilst systems for monitoring the quality of care and children's learning are inclusive of parents through a basic questionnaire, they are in the early stages. Subsequently, skills to reflect on her practice are not secure, meaning there are two breaches of regulation and some gaps in the quality of practice. However, the recent introduction of the self-evaluation form is assisting the childminder to increase her skills in evaluating children's activities and her practice. Children are making satisfactory progress in their learning because planning is not secure or cover the six areas of learning equally and systems to assess their learning are not in place. As a result, the childminder highlights the need to attend observation, planning and assessment training to increase her knowledge of the Early Years Foundation Stage development matters to support

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the early years provision

children's individual learning needs. Nevertheless, good focus is given to promoting children's creative development and some aspects within knowledge and understanding of the world. Organisation of the toys and resources is suitable supporting children's independent play.

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the early years provision

The childminder demonstrates a commitment to sustainability, regularly using recyclable materials during play and has plans to develop children's experiences in the garden to include planting and growing. The childminder is proactive in challenging gender stereotypical views by providing clear explanations suitable for the age and stage of the child. This supports each child's individual needs, enabling them to make informed choices for themselves. Although children attend from other countries and cultures, there are no planned activities to raise children's awareness of their own and other cultures. Partnerships with other settings children attend delivering the Early Years Foundation Stage are good. Planned This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 meetings with the child's key worker encourages discussion about their progress and next steps. Also using the individual daily diary between the parents, key

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the early years provision

worker and childminder, ensures effective links are maintained and communication is successful. This promotes a consistent approach to supporting children's learning.

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the early years provision

Partnership with parents are friendly and informal. Parents receive a useful parent pack and a copy of the generally well written policies and procedures, ensuring they are well informed about the setting. Whilst parents praise the childminder's flexibility and commitment to working closely with others linked with the child, there are no systems in place to share information about their children's learning. Children's records and documentation are well maintained and stored securely to support their care and maintain confidentiality. For example, each child has a separate coloured folder containing all their personal details and useful information to enable the childminder to provide suitable care. Written parental permissions ensure children are cared for according to their parents wishes. All the required records are in place and contain detailed information. For example, times of children's arrival and departure are rigorously recorded to the nearest minute to

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the early years provision

show who is present at any one time to safeguard children's welfare.

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and outcomes for children

Children gain thorough knowledge of how to keep themselves safe through monthly practise of the escape plan, frequent practise of the green cross code and clear explanations. They confidently recall the exits to take, where to stand and action necessary in an emergency. Children learn to manage their own personal care needs. They visit the toilet with adult support and wash their hands at appropriate times using their individual coloured towels to prevent the spread of infection and cross contamination. Children learn to manage their own behaviour because they take an active part in discussing and devising their own rules, specific to their particular needs. They monitor their own behaviour on a daily basis attaching stickers to their individual poster for behaviours achieved, with a system for rewarding those good behaviours. This gives the children ownership and as a result, they are well behaved and play co-operatively with useful support

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and outcomes for children

Children participate in a satisfactory range of activities and experiences including, dressing up, cooking bread and various painting activities. They enjoy occasional outside play; for example, developing their co-ordination as they ride along on the scooter, jumping on the trampoline or gaining strength and agility when using large play equipment at the local parks. Whilst play is child-led enabling them to make choices based upon their interests, the planning of activities inside and outside is not based upon the six areas of learning to enhance children's learning through a balanced curriculum. Nevertheless, occasional adult-led activities relating to different occasions, such as Mother's Day, help to increase children's experiences. Assessments to monitor and track children's progress are not in place, therefore children's next steps are not specifically well known to plan effectively and provide purposeful challenge. However, children's play flows with good

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 interaction and engagement from the childminder to facilitate their play. The recent introduction of learning journals, which will include photographs and examples of children's pictures, provide an on-going visual record of children's achievements.

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and outcomes for children

Daily routines are used well to promote children's learning, such as counting the stairs when visiting the bathroom to reinforce awareness of numbers. Children are confident speakers and eagerly talk about what they are doing, for instance, giving clear directions to the childminder about how and when to press the button to make the cars run along the track together. Children have fun, laughing and clapping excitedly with the childminder, exclaiming, 'I did it, yeah' showing pride in their achievements as they successfully make the cars travel around the loop. Some useful questioning during play is supporting children's problem solving and encouraging their perseverance and concentration during play. For example, 'what colour have you made?' and 'how did you make that colour?', challenges children's knowledge and interest in colour mixing. Extending the painting activity further by introducing different rollers, reinforces shape names and enables children to

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and outcomes for children

explore different textures and express themselves, such as, 'this is the bumpy one, this is the round wheel'. As a result, children are busy and engaged. 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 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 2 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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