Childminder in Warwickshire

Inspection report for early years provision

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Unique reference number EY229401 Inspection date 25/01/2010 Inspector Christine Holmes

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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 2002. She lives with her husband and three children aged 18, 14 and eight years in Nuneaton, Warwickshire. Children have access to the ground floor area of the premises and the upstairs bathroom. There is a fully enclosed garden available for outdoor play.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of six children at any one time. There are currently four children on roll within the early years age range. The childminder is a member of the National Childminding Association and helps to run a local parent and toddler group one morning a week.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children have consistently good and often excellent levels of achievement. Excellent partnerships with parents ensure that the childminder has all the necessary information to provide high quality care and support to meet children’s individual needs. Activities and experiences are organised to ensure all children feel valued and fully included. Policies and procedures are robust, consistently implemented and significantly enhance children's health and safety. The childminder is highly motivated and keen about continuing to improve the quality of care and education provided for children. She has excellent capacity to drive improvements forward in the future.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 devlop links with other early years settings that children attend to further maximise continuity in children's learning.

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the early years provision

The childminder has a comprehensive awareness of safeguarding issues and places an extremely high priority on keeping children safe. All adults are known to Ofsted to enable appropriate checks to be undertaken. The childminder attends training on safeguarding and demonstrates a comprehensive understanding of what to do if she is worried a child is being abused. Parents are fully informed of all safeguarding procedures through detailed written policies and procedures and discussion. Comprehensive risk assessments are carried out and reviewed regularly for the in and outdoor areas and all activities and outings. This makes sure that This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the environment is safe and very secure for children at all times. Equipment and resources are sourced to meet the individual needs of children, for example, each child has their own car seat. The childminder is an excellent role model who

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the early years provision

continually teaches children how to keep themselves safe. As a result, children display an excellent awareness of safety issues and recognise and understand how to keep themselves safe. For example, children are able to describe the part they play keeping themselves safe when leaving the house. This includes standing with their backs touching the garage door to wait until everybody is ready to start off on their journey and standing on the bridge to throw bread to ducks so they do not fall into the water.

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the early years provision

The success of this setting is due to the childminder’s commitment to improving equality and inclusion for the children in her care and her exceptional understanding of how young children learn and progress. She ensures activities are adapted to include all children and that all are able to actively contribute and participate. Consequently, all children are fully included and are achieving as much as they can. Children are motivated to play a dynamic role in the setting and in their learning. For example, children are encouraged to take an active role in the inspection process. Beforehand they make picture boards to show what activities they have taken part in and photographs of their achievements. During the inspection children are encouraged to share these and make further verbal contributions about what they know and enjoy taking part in. The childminder encourages children to express their thoughts and feelings about their likes and

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the early years provision

dislikes, experiences and achievements through pictures and discussion. These contribute to the children's learning journals.

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the early years provision

The childminder develops highly effective partnerships with parents and carers. For example, she visits the children at their home during the school holidays which enables her to update herself on their progress and needs which support continuity in their care and learning. In partnership with parents, she develops an accurate understanding of each child's individual experiences, needs, developmental achievements and learning priorities. Parents and children are included in the childminder's self-evaluation. They express their high levels of satisfaction and contribute suggestions for future planning, which are acted upon by the childminder. Relationships with other settings that children attend are also very positive, although not as well-established to maximise continuity in children's learning.

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the early years provision

The childminder has embedded high standards across all areas of practice. She is highly skilled and demonstrates drive and ambition to continually develop the provision to maintain continuous improvements. She is exceptionally professional in her approach to childminding and takes time to attend training events and offer support to other childminders. Extensive detailed policies are in place and documentation is maintained and shared with parents. She continually meets the challenge to continue to improve the quality of provision and inclusion for all children, which leads to better outcomes for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children receive excellent support in their learning and development to enable them to make consistently good and often excellent progress towards the early learning goals. The childminder takes into account the individual needs of each child with regard to their stage of development and tailors support that will encourage children to set challenges for themselves. As a result, children develop high levels of independence and engage in play for prolonged periods of time. They try to do things for themselves and solve problems with minimal assistance. They take an active part in planning activities and take the initiative in adult-led activities. For example, children choose a board game and take the initiative to recall the rules of the game and remind the childminder whose turn it is. Children recognise and manage their own needs, for example, putting on shoes, fastening coats and recognising what clothes they need to wear in different weather

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and outcomes for children

Children use their imagination as they role play with the toys and resources. They introduce a storyline and develop characters into their play. They agree roles and become absorbed in their story, changing voices and negotiating changes as they go along. Children behave well and show consideration for others and are effectively supported to learn about right and wrong. Children develop a wide and varied vocabulary that they use to join in with discussions, recall events, answer and ask questions and express their thoughts and feelings. They enjoy listening and taking part in story telling. They form recognisable letters and draw recognisable representations of themselves and others with detail and colour. Children display high levels of understanding and interest in numbers, counting, comparing and solving simple problems. When playing a matching game they show high levels of concentration and they are able to count the pairs they have and

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and outcomes for children

identify who has the most pairs and which is the biggest number. They recognise numerals and the number of spots on a dice and move their counter the correct times around the board.

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and outcomes for children

Children take part in a wide range of activities and experiences that inspire them to explore and investigate. For example, they take part in baking activities and note the changes that occur. They make visits to see the Doctor Who exhibition, Tamworth Castle, the Space Centre and the Transport Museum. During these activities children also develop their understanding of safety and technology as they use touch screen computers and kitchen equipment and follow safety instructions and guidance. Children come into contact with nature as they collect conkers, find woodlice in wood branches and make kites to explore the effects of the wind. They have many opportunities to learn about others and differences through stories as well as activities focusing on different festivals and taking part in discussions as they are out and about.

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and outcomes for children

Children demonstrate that they feel safe and secure in the environment and develop an excellent understanding of the action they can take to keep themselves safe. They have good opportunities to engage in physical activity and to learn about being healthy. In the summer they enjoy splashing around in the paddling This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 pool and in the winter they go sledging in the snow. They use a varied range of small and large equipment in the childminder’s garden and they dance and move to music in and outdoors. The childminder actively supports the 'five-a-day' campaign and she seizes spontaneous opportunities to encourage children to think about where their food comes from and the benefit of it. Children are able to access their drinks as snacks throughout the day which helps them to recognise when they are hungry and thirsty.

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and outcomes for children

Children benefit greatly from the excellent partnerships in place between their parents and the childminder. There are strong levels of engagement which ensures parents receive guidance and information about precise ways they can support their child's learning. These strong relationships also enable the childminder to identify and meet all children's needs exceptionally well. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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