Childminder in Hampshire

Inspection report for early years provision

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Unique reference number EY236121 Inspection date 25/02/2010 Inspector Jacqueline Munden

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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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 2002. She lives with her husband and two children aged one and eight years in Bishopstoke, Hampshire. All areas of the home are used for childminding and there is a fully enclosed garden available for outside play. A toilet is available on the ground floor. Access to the home is via a high step.

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Description of the childminding

The childminder is registered to care for a maximum four children under eight years at any one time, of which, no more than two may be in the early years age range. She is currently caring for one child in the early years age group. The childminder is also registered by Ofsted on both the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder is a member of the National Childminding Association.

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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 happy and settled in the welcoming and nurturing environment where their safety and welfare are generally promoted successfully. Relationships developed with parents and others involved in their care enables the childminder to include all children and meet their individual needs although it is not all recorded. All of the required documentation is in place, although some lacks detail. Children's learning is supported well through methods appropriate to their ages and level of development; therefore they make good progress. The childminder reviews her practice and identifies areas for future development to improve outcomes for children.

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further?

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

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further?

 complete an appropriate paediatric first aid course by 30/04/2010 (Promoting good health) (also applies to both parts of the Childcare Register). 30/04/2010

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further?

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

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further?

 expand on the written information gathered and recorded from parents to include details of children's dietary needs and cultural backgrounds, and ensure all written policies and procedures are relevant to the setting and that the safeguarding policy includes how to contact the Local Safeguarding Children Board (LSCB)  further develop the system used for observation, assessment and planning to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ensure progress of children's learning and development is monitored and invite parental involvement.

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the early years provision

Children are generally well safeguarded as the childminder has a clear understanding of how to act should she have a child protection concern. She ensures children are supervised at all times and uses risk assessments effectively to identify hazards, taking appropriate measures to ensure their safety. In general, sound partnerships with parents ensure appropriate information is shared through discussion and use of a daily diary. All the required information and consents are obtained and recorded which ensures children's welfare is promoted. However, some information obtained, including that pertaining to children's dietary needs, religious and cultural backgrounds and preferences are sought verbally but not recorded. The childminder liaises with other providers of the Early Years Foundation Stage (EYFS) children may attend to enhance the care they provide. Although there are no children attending with special educational needs and/or

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the early years provision

disabilities, the childminder is happy to discuss any concerns she may have about a child's development with parents to ensure they are valued and included.

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the early years provision

A wide range of written policies and procedures that underpin her good practice are in place and provided to parents, although some hold information that is not relevant to her provision and the safeguarding procedure does not include how to contact the LSCB. In the short time since returning from maternity leave, the childminder has been active in developing her knowledge and understanding of the Early Years Foundation Stage (EYFS). However, she has not updated her training in first aid as required by regulation, although she is booked on to a course. This may affect her ability to act appropriately in a medical emergency. The childminder has recently begun to reflect on her practice and identify ways to improve outcomes for children. For example, as well as attending training in EYFS she is using a system to record observations she makes of children's achievements against the early learning goals and makes plans to help them move on to the next

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the early years provision

stage in their learning. However, it does not allow her to monitor the progress children make across all six areas of learning and parents are not invited to be involved.

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and outcomes for children

Children settle quickly with the childminder due to her kind and caring attitude. Although having only been caring for the children for a short time the childminder quickly gets to know them well and meets their individual routines and preferences. Children show growing confidence as they are collected from pre- school and enjoy a chat about the morning’s activities on the walk home, learning to keep safe as they cross roads. The childminder has a good understanding of how children in the EYFS age range learn and provides lots of opportunities to help them progress in all areas of learning in and outside the home. For example, when This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 out walking she points out the spring bulbs beginning to shoot and children count the ducks and swans on the pond, also noting their colours. On returning home, children become quickly engrossed in the wide range of interesting resources and

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and outcomes for children

stimulating activities provided. Low level storage of toys and books enables them to make their selections with ease. Many resources promote positive images of all people in society, helping children to learn about diversity. The childminder ensures all children can take part in activities by providing suitable resources. For example, when painting, easy to grip paint dabbers as well as brushes are available. The clean and well planned environment allows children to move around freely, safely and independently. For example, children use a step to help enable them to reach the toilet and hand basin on their own to develop self-care skills and learn to keep them healthy. Children make choices of what to play with and what to have for lunch. They feel valued and part of the family as they have their own drinking flask and see their art work displayed. They learn to share toys with peers and to be kind and polite through the gentle encouragement of the childminder.

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and outcomes for children

This helps them develop high self-esteem and to manage their own behaviour.

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and outcomes for children

All areas of children's learning are promoted well and they make good progress. They develop a keen interest in books and eagerly climb on the sofa to hear a favourite 'Noddy' story. They happily join in with singing and actions when nursery rhymes are played on a CD, developing coordination and language. They 'wibble- wobble like jelly on a plate' as they wiggle their hips. Children learn about shape as they use cutters in modelling dough. The use of numbers and counting is promoted well and the childminder encourages them to solve problems and calculate. For example, they use their fingers to count how many sausages they have left when singing 'ten fat sausages'. She uses language to challenge them appropriately, asking, 'how many do we have left?' Children develop skills in ICT as they lean to switch battery powered toys on and off and use a computer. They have many opportunities to develop their physical skills both in and outdoors. They

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and outcomes for children

excitedly play in the ball pit indoors and use the trampoline in the garden. Visiting a local child gym session helps to develop coordination and muscles as well as social skills. 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 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: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Promoting good health) 30/04/2010

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Promoting good health) 30/04/2010

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