Childminder in WokinghamOfsted inspection, 24 Feb 2010

Inspection report for early years provision

p.1

Unique reference number EY338097 Inspection date 24/02/2010 Inspector Sheena Bankier

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 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.

p.1

Royal Exchange Buildings St Ann's Square Manchester M2 7LA

p.2

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

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 2006. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to provide care for six children under eight at any one time, of which three may be in the early years age group. There are currently three children on roll in the early years age group. Children attend on a part-time basis.

p.4

Description of the childminding

The childminder lives with her husband and three older aged children. The family live in a rural village near Reading. The downstairs is mainly used for childminding with access to the first floor for sleeping and toilet facilities. There is an enclosed garden for outdoor play.

p.4

Description of the childminding

Local facilities are within walking and a short driving distance, such as, parks, schools and shops. The childminder is able to take and collect children from local schools and pre-schools.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

Children take part in suitable activities that appropriately support their development and progress. However, the childminder has not fully implemented the learning and development requirements to underpin children's learning securely. The childminder is developing her use of self-evaluation to make some positive improvements to her practice. Further training supports the childminder in increasing her knowledge and understanding to benefit the children in her care. Children's health, safety and well-being are well considered.

p.4

further?

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

p.4

further?

 make systematic observations and assessments of each child’s achievements, interests and learning styles and use these observations and assessments to identify learning priorities and plan relevant and motivating learning experiences for each child, matching observations to the expectations of the early learning goals. (Learning and development) 26/03/2010

p.4

further?

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

p.4

further?

 update the record of risk assessment to include any assessments of risks for outings and trips This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  extend understanding of different cultures and religions to help children become aware of, explore and question differences in ethnicity, language, religion, culture.

p.4

the early years provision

The childminder has a good understanding of her responsibilities to safeguard children's welfare. She demonstrates a clear understanding of how to recognise signs of abuse. Safeguarding training soundly underpins her knowledge and understanding well. The childminder has good information in place to support her in the event of concerns arising, such as, details of local procedures and contact numbers. This safeguards children's welfare. The childminder robustly assesses her home frequently, to ensure it is safe and secure for children. An effective written risk assessment is in place for her home, garden and car. This promotes children's safety effectively. The childminder actively assesses risks for outings visually, although does not currently make a record of these for good practice. The childminder holds current food safety and first aid certificates. This positively promotes the well-being of children.

p.5

the early years provision

Suitable self-evaluation identifies most strengths and weaknesses. The childminder takes some positive steps in developing her service and practice, such as, undertaking further training. She has fully addressed recommendations from the last inspection. This benefits the children in her care. As a result, the childminder maintains stable continuous improvement.

p.5

the early years provision

Children are able to make their own choices from a suitable range of resources with plentiful toys, which the childminder maintains in good clean condition. Resources that reflect diversity are mainly limited to books. The childminder is not fully confident in promoting children's active learning about different festivals and religious celebrations due to her lacking sufficient knowledge and understanding. The childminder promotes equality of opportunity through ensuring children have equal access to age and developmentally appropriate resources. Facilities in the community are utilised well to support children's understanding of the diverse society, although not always extended on.

p.5

the early years provision

Partnerships with parents, carers and other settings are secure. The childminder successfully uses information about children's learning in other settings. As a result, she complements and underpins children’s knowledge and progress, for example, discussing and extending understanding of current topics or themes in progress at other settings. Parents have access to good information, such as, written policies and procedures. The childminder uses various methods to communicate closely with parents, for example, email and telephone, and provides a written diary of children's time with her. This contributes to continuity and consistency in children's care. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

The childminder demonstrates an adequate understanding of the early learning goals and is able to make some satisfactory links between children's play and learning to these. She provides appropriate interaction, activities and outings to support children's development. Therefore, children make stable progress towards the early learning goals. However, the childminder is not making systematic observations and assessments of children's progress, although does basic visual observations and adequately considers children's needs. In addition, the childminder is not actively using the Early Years Foundation Stage (EYFS) to track children's progress or to support her in effectively identifying and planning for children's next steps in learning. This means planning for children's learning is not fully secure and potentially affects children maximising their progress to develop skills for the future.

p.6

and outcomes for children

Children are happy and very settled in the childminder's care and demonstrate a good sense of belonging. The childminder provides consistent routines with regular outings. This enables children to develop a sense of security. The childminder encourages children's independence, for example, children hang up their coats, and the childminder encourages babies to hold a spoon at meal times to enable self-feeding skills to develop. Clear boundaries and expectations result in children's very good behaviour. Praise and encouragement build children's self-esteem and confidence. The childminder involves children in play together. This helps children develop skills to cooperate and share with each other.

p.6

and outcomes for children

Outings to toddler group and the childminder's drop-in increase children's social skills. Children meet people different to themselves. This promotes their understanding and acceptance of other people. The group sessions enable children to take part in a range of activities, for example, role play with other children, and art and craft activities. The childminder widens children's understanding of the world they live in, for example, through local walks, where children make comparisons with the cress they grow and the wheat growing in the fields. Visits to the fruit and vegetable stall enable children to choose and try unknown and exotic foods. This suitably underpins children's knowledge and understanding of the world. However, the childminder does not always consider how she can extend children's knowledge further, such as, finding out with the children about the country the fruit or vegetable have come from.

p.6

and outcomes for children

Regular hygiene routines ensure children learn good self-care skills, such as, hand washing and nose blowing. Children develop good independence in caring for themselves, such as, blowing their own noses. Separate towels for hand drying avoids cross infection, therefore protecting children’s good health and well-being. The childminder has good procedures to prevent the spread of infection and follows health guidelines in relation to exclusions for sick children, which she shares with parents. This minimises the spread of infection. Children benefit from fresh air and regularly play outdoors. Children develop confidence and control over their bodies through physical activity indoors and outside, such as, crawling in and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 out of the 'pop-up' tent and tunnel inside. Healthy and nutritious meals and snacks that are well balanced support children's understanding of a healthy lifestyle.

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 3 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 3

p.8

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 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 3

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