Childminder in Leicestershire

Inspection report for early years provision

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Unique reference number EY321103 Inspection date 04/05/2010 Inspector Dianne Lynn Sadler

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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. The ground floor of the home is used for childminding purposes, together with the bathroom and small bedroom on the first floor. There is a fully enclosed rear garden for outdoor play.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of four children under eight years at any one time. The childminder is currently caring for six children in total, four of whom are within the early years age group.

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Description of the childminding

The childminder walks to local schools and pre-schools to take and collect children. The family have a dog.

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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

All children enjoy their time in this welcoming and inclusive setting and, therefore, make good progress in their learning. The childminder works effectively with parents and other settings to ensure each child's individual needs are met well. Most policies, procedures and records are effective in practice. However, although, the childminder has implemented good systems to observe and assess the progress younger children make she does not continue this practice for children who attend full time education. The childminder demonstrates a commitment to developing her practice which provides a strong basis for her capacity to maintain continuous improvements.

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further?

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

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further?

 undertake sensitive observational assessment in order to plan to meet every child's individual learning needs (Organisation). 24/05/2010

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further?

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

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further?

 ensure the risk assessment covers anything with which a child may come into contact with  improve further the systems used to clearly show childen's learning within all the educational programmes and the progress they make from the beginning of the placement to ensure children make the best possible progress towards all the early learning goals. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are safeguarded well as the childminder has a strong understanding of child protection procedures. She is clear about what she would do if she had any concerns about a minded child and has developed a well written safeguarding policy which is shared with parents. Risks and hazards are identified and minimised within the childminder's house to ensure children can play safely. However, although, risk assessments are recorded, they do not include everything a child may come into contact with. All household members are known to Ofsted to enable appropriate checks to be undertaken.

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the early years provision

The childminder develops effective relationships with both parents and other settings that children attend to promote consistency of care and learning. She gathers information about children's routines, likes and dislikes which is recorded well in the ‘All about Me’ forms and she discusses any additional support they may require. For instance, when children attend the setting with a severe nut allergy she works closely with parents to develop a clear plan detailing her practice and she attends appropriate training delivered by health care professionals. This ensures all children are included and their wellbeing protected. Parents are given well written policies and procedures on admission and the children’s ‘Learning Journey’ is sent home on a regular basis for them to read and make comments.

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the early years provision

The childminder has a wide range of toys and play resources that children can access freely which include positive images of diversity. A book detailing pictures of all the play equipment available enables children to choose a resource that may be stored in the shed or other parts of the premises. The childminder develops warm and close relationships with the children and ensures they all receive attention and good support. Minded children feel as included as children that are related to her.

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the early years provision

The childminder is committed to improving her practice. Her systems to self evaluate and identify areas for improvement is honest and realistic and reflects practice within the setting. She has identified improvements that will better all the outcomes for children. For instance, she has been awarded a grant to develop the outside area and make it more accessible and interesting for the children and she intends to develop a more robust system of observation, assessment and planning, which will maximise the children’s enjoyment and achievement. Parents are encouraged to make their views known by completing regular questionnaires. They comment on the flexible and caring nature of the childminder who provides good fun learning opportunities and is a great communicator. When they make a suggestion about being given a written menu for the forthcoming week the childminder acts upon it immediately. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

All children benefit from healthy and nutritious meals and snacks prepared by the childminder. Mealtimes are sociable occasions with all children sitting up to the table which develops their social skills and independence. They enjoy cheese, bread sticks and fruit such as grapes for lunch and access drinks throughout the day which helps to keep them well hydrated. Children access fresh air and exercise daily by accessing the interesting garden or going out for walks in the community. They enjoy planting herbs such as basil and vegetables such as carrots which they watch grow and are successfully learning to respect the environment and other living things. For instance, they enjoy making bird cake which they place in the garden for birds to eat and use re-cycled items such as yoghurt pots, plastic bottles and cake cases in their creative play. The childminder creates an environment which helps each child to feel settled and fully included. Young

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and outcomes for children

children show they feel safe and secure as they snuggle up to the childminder on her lap after waking contentedly from their sleep. Whilst older children learn to keep themselves safe by practising the emergency evacuation procedures and discussing good road safety.

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and outcomes for children

Children thoroughly enjoy the time they spend in the setting, developing positive relationships and learning to behave and co-operate well. The childminder observes children's development and records the information well in their ‘Learning Journey’ folders. She uses the information gained effectively to assess children's progress within the six areas of learning and identifies their learning priorities successfully. However, the system does not clearly show the progress children are making from the time they enter the setting within all the educational programmes. In addition, she does not continue to observe and assess children’s learning once they start full time education. Despite this all children are making good progress in their learning.

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and outcomes for children

Children enjoy a good balance of planned purposeful play and exploration, both indoors and outdoors, which helps them to become active learners and ensures they receive an enjoyable experience. Older children enjoy making good decisions about their play and enjoy creative activities initiated by themselves. For instance, they decide to make trinket jars made of moulding rock to give to their parents and enjoy painting the jars with colours of their own choice, using tools such as brushes. They concentrate well at this time and show pride in their work which develops their good self-esteem. Younger children show great excitement when playing with the wide range of stimulating sensory resources such as a light spinner. As they watch the colourful flashing lights they gurgle with delight and hold out their hands whist jumping up and down on their bottoms! 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 1 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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