Childminder, Out-of school day care in Warwickshire

Inspection report for early years provision

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Unique reference number EY335673 Inspection date 25/02/2010 Inspector Lucy Showell

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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 2006. She lives with her husband and adult children in a rural village in Warwickshire. The whole of the ground floor is used for childminding and there are shops and schools close by. There is a fully enclosed garden available for outside play. The family haS a dog and four chickens. This provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for six children at any one time. There are currently 11 children who attend before and after school on a part-time basis. The childminder has procedures to support children with special educational needs and/or disabilities, and who speak English as an additional language. She is a member of the National Childminding Association and is able to take and collect children from local schools and pre-schools.

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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 flourish in this child-centred, warm and homely environment. The childminder makes excellent provision through clear commitment to each child in her care and to the requirements of the Early Years Foundation Stage (EYFS). All children’s needs are met exceptionally well through consistent approaches gained from valuable communications and relationships with parents and other professionals. The childminder’s proficient and accurate systems of monitoring and assessment, which are constantly reviewed and updated, show considerable capacity to maintain continuous improvement. She identifies areas for further improvements and actions these in a highly proactive which enables the childminder to accomplish the outstanding quality that she strives for.

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further?

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

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further?

 improve further the systems for observation and assessment to show individual children's progress and to enable parents' comments to be incorporated.

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the early years provision

The childminder is dedicated to protecting and safeguarding the children in her care. She has extensive documentation in place obtained through additional training attended and from independent research carried out. This supports the clear and detailed written policy and confident knowledge of how to deal with any concerns for a child’s safety. The childminder maintains wide-ranging and thorough This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 policies, procedures and records to support the safe and effective management of the provision. For example, detailed risk assessments ensure any potential hazards to children are minimised and daily records are accurately maintained. The childminder has a very clear vision for the future and has a highly motivated approach to her childcare responsibilities and building on her current strengths. She uses robust monitoring systems to provide accurate and thorough appraisals

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the early years provision

of her practice and constantly reviews and updates this with details of actions taken or suggestions for further improvements. She has successfully addressed recommendations raised at her previous inspection and values ongoing feedback from children and their families and addresses requests very effectively.

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the early years provision

The considerable importance the childminder gives to the partnership with parents is inspiring. Her supportive and caring nature and pro-active methods of communication, including meals out and invites for coffee, ensures all parents, carers, grandparents and siblings are clearly involved at the setting. Recent comments from parents demonstrate how pleased and confident they are with the provision. For example, they state: ‘She has a genuine interest in the children’s welfare… it’s great to see their confidence boosted’, ‘she has a warm nurturing spirit and ensures the children are fully entertained and engaged’, ‘is organised, efficient, fair and extremely competent and has excellent rapport with the children’, and children, who are very reluctant to leave, have written ‘She cooks good food!’

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the early years provision

The childminder works closely with other professionals providing consistency for the children who attend before or after their school day. Continuous involvement in the school events, such as attendance at sports days, school concerts, fetes and assemblies, and detailed discussions with teaching staff provides the childminder with valuable information which she uses to ensure that the opportunities she provides complement the children’s school experiences. She is highly committed to providing a fully inclusive provision and goes over and above to ensure that all children’s needs are effectively met. She understands her role with regard to children with Special Education Needs and/or Disabilities and encourages the children’s knowledge of the world and understanding of diversity through a variety of creative activities and highly effective role-modelling. She celebrates the uniqueness of each child and their families by encouraging children to appreciate

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the early years provision

similarities and differences, demonstrate respect for one another and practice positive reinforcement resulting in excellent management of behaviour and an exceptional sense of belonging.

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and outcomes for children

All children enter this vibrant and child-centred atmosphere with intense excitement of what is to come. They benefit significantly from the successful balance of adult-led, freely-chosen and child-led activities. The childminder organises the space and time imaginatively allowing children to explore and investigate the wide-ranging experiences on offer and self-select a variety resources from within the play areas. Older children love the ‘freedom’ of accessing the play house in the garden showing excellent responsibility ensuring this space is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 safe and well maintained. For example, they have devised their own ‘house rules’ and use an intercom system effectively to engage with the childminder. This extra room is laid out for the children with a large comfy seating area and equipment such as a games table, board games and role-play resources and is adorned with

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and outcomes for children

colourful posters and examples of the children’s own creations. Bikes of various sizes are housed in a shelter next to the play house and children automatically select their helmet and pads before getting on their bikes.

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and outcomes for children

Inside the childminder’s home children are engaged and enthused by a wonderful array of creative opportunities. They self-select from various types of paper, pens, pencils and crayons to draw pictures; choose sticky letters, numbers and shapes to make collages for their families and are very proud to show the childminder that they have selected the correct letters to label their pictures. There are ‘surprise’ creations drying on the windowsill ready for Mother’s Day and children get busy making their own wrapping paper to make the ‘surprise’ even more special and unique. The children’s sense of belonging is enriched by the beautiful examples of their own work and freely accessible photographs of them with the childminder. They joyfully sit together laughing and joking as they look at the photographs and reminisce about favourite activities and events that they have shared. The childminder interacts skilfully with the children extending discussions and

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and outcomes for children

challenging the children with realistic achievements across the six areas of learning and development. She has clear and considerate knowledge of the uniqueness of all the children who attend which is informed by valuable systematic and spontaneous observations and important discussions with parents, school staff and the children. Most of this information is recorded, although not in an individual format and does not include the parents' comments. Planning is very flexible and activities and experiences are adapted to reflect children’s interests. All children discuss and decide what activities they would like to do whilst at the setting and make plans for future activities as they eagerly go through the resource catalogues to choose what to order next.

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and outcomes for children

Children's welfare is extensively promoted within this highly safe and secure environment. The childminder’s constant and efficient systems for monitoring safety ensure that children are not at risk. All children learn about their own and other's safety through purposeful experiences such as discussions about appropriate safety practices such as fire awareness and road safety. A very clean and hygienic environment is maintained and children are successfully encouraged to develop their own personal hygiene skills such as independent toileting and hand washing. They learn the importance of adopting healthy lifestyles as they freely access the outdoor spaces and are constantly engaged in fun and exhilarating experiences. They like to serve their own drinks throughout the sessions ensuring they are suitably hydrated and choose from a variety of toppings for their jacket potatoes for their ‘light tea’. They are considerate and

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and outcomes for children

understanding of others and demonstrate excellent management of their own behaviour. This is because they are constantly occupied with a wealth of resources and rich opportunities and are forming strong attachments and long term friendships that are transferred into school and other environments. 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 1 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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