Childminder in South Gloucestershire

Inspection report for early years provision

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Unique reference number EY342835 Inspection date 11/03/2010 Inspector Angela Cole

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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 was registered in 2006. She lives with her partner and twins aged thirteen years in Patchway, South Gloucestershire. The whole of the ground floor and the upstairs bathroom are used for childminding. There is an enclosed area of garden for outside play. The family has tropical fish as pets, and a fish pond in the garden that is not freely accessible to children. The house is within easy walking distance of shops, park, library, pre-school and school and the childminder regularly takes children to toddler groups and a soft play venue.

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Description of the childminding

The childminder is on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register to offer childcare before, during and after school and in school holidays. She is registered to care for six children at any one time and is currently minding five children in the early years age group on a part- time basis. The childminder is a member of the National Childminding Association and of a local childminder support group.

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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 caring childminder promotes children's welfare and learning with success. In practice, children are safe and secure at all times and enjoy learning about their local area and the world around them. The childminder recognises the uniqueness of each child and provides care and education which is aimed at them as individuals. Overall, every child is supported effectively, ensuring that they enjoy stimulating activities and experiences and achieve well. Partnership with parents and carers is strong helping to keep them fully informed of their child's progress and involved in their children's care and education. Ongoing, effective reflection on her practice enables the childminder to effectively identify strengths and areas for development.

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further?

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

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further?

 develop a system to monitor the children's progress in each area of learning  record details of the regular evacuation drills in a fire log book with any problems encountered and how these were resolved.

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the early years provision

Children's health and safety is enhanced by the childminder's efficient organisation and her enthusiastic approach to promoting their welfare. Children play in a welcoming, organised environment that enables them to become competent, creative learners. They benefit from space to play and learn; they have good This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 opportunities to become independent learners through easy access to a wide range of stimulating resources and creative materials. Most policies and procedures are well written and implemented, though the regular fire drills are not recorded with how any problems were resolved. The childminder has a secure understanding of safeguarding issues. The implementation of comprehensive risk assessments ensure that children are safe and well protected and all adults in the household are suitably vetted. The childminder has a good understanding of how to safeguard

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the early years provision

children to respond effectively in the event of any concern about a child.

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the early years provision

The childminder makes intelligent use of self evaluation to identify clear targets that further develop her commitment to inclusion. She now plans regularly to enhance the quality of individual children's learning; she has begun to encourage good eating habits by appropriately including children in shopping for ingredients and then helping to prepare their own lunch. Key areas that she wishes to develop include gaining a childminding qualification and increasing her knowledge of different cultures, therefore showing clear priorities for improvement. The childminder is highly committed and positive to further develop her practice and outcomes for children.

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the early years provision

The childminder is innovative, creating activities that support children who also attend another setting in fun, interesting ways. Good links are developed through discussion, knowledge of the routine and sharing of children's records to promote their achievements and continuity of care. Highly positive relationships with parents and carers ensure each child's needs are well met. Families are welcomed and are well informed about the setting and many aspects of the children's learning and well-being. Informative meetings with new parents and sharing of policies and procedures, informal discussion and use of a daily diary encourage an effective liaison. The children's individual folders with photographs, examples of pictures and notes on their progress in the six areas of learning are now shared with parents so that they may be well informed to further support their children's learning at home.

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and outcomes for children

The childminder has a developing awareness of the Early Years Foundation Stage to offer a balanced range of activities in the areas of learning. As a result, children are well supported to make good progress in their learning and development. For example, children gain good skills for the future. They effectively develop early language skills in interesting conversations about their play; for example, they eagerly talk about pictures on cardboard boxes and ask what the writing says. They learn new words, such as 'piglets' in farm play and 'balancing' as they build models and count the 'bricks'. Young ones enjoy suggesting the starting numbers for rhymes and do the actions for 'Two little ducks'. They gain good mastery of simple technology toys to join in the songs.

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and outcomes for children

Children become familiar with the local environment and engage in purposeful activities; for example, they help to recycle household materials and are fascinated by the sequence of events during the recycling lorry’s weekly visit. They learn This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 about the natural world to recognise specific birds, such as magpies, and prepare bird food in the winter. They recall watching ants carrying huge leaves at the zoo and the childminder is well prepared to extend their interest in frogs with a book on the life cycle. Children have good support to be creative and to use their initiative. They enjoy a range of art and craft activities, such as painting and chalking, and the childminder willingly acts as a 'customer' in the 'café' role play. As a result, children are engrossed in a broad range of interesting, exciting activities.

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and outcomes for children

The childminder's planning and organisation ensures children are engaged, challenged and enjoy their learning experiences. Good relationships with parents enable children's starting points to be identified so children succeed from the beginning. The childminder uses diaries successfully to evaluate the days' activities and inform future planning. She has begun to review the assessment system to plan each child’s next steps, though is not yet monitoring their progress towards each early learning goal. The childminder has an effective approach to managing children's behaviour by focusing on positive praise and encouragement. For example, whilst playing with a set of stacking cups, children are learning to share and take turns. They are confident to make decisions for themselves as they choose whether to make items, such as family cards. Pre-schoolers develop good self control as they recognise the how younger ones are different and show

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and outcomes for children

The welfare of the children is promoted effectively through the childminder's good level of commitment and sound understanding of the requirements and guidance. From a young age, children learn the importance of a healthy diet and enjoy a range of healthy snacks and meals. Their drinking beakers are freely available during the day to ensure they stay hydrated. Well-established routines for hand washing and use of tissues ensure that they adopt good hygiene habits. Children learn how to keep themselves safe by regularly practising emergency evacuation procedures to become confident with escape routes and routines. They follow good safety when near roads, negotiate rougher ground in nearby woodland and learn about water safety while feeding ducks. Each child receives good attention and support from the childminder. As a result, they have a strong sense of security in order to succeed in a comfortable, welcoming environment.

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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 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: 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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