Childminder in Bournemouth, Christchurch and Poole

Inspection report for early years provision

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Unique reference number EY219338 Inspection date 12/01/2010 Inspector Shirley Delaney

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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 has been registered since 2002 and works on occasion with an assistant. She lives with her husband and daughter aged ten years in the Coleshill area of North Warwickshire. The house is in a semi-rural location and is within walking distance of the local shops, schools, parks and fields. The whole of the ground floor is used for childminding and there is a fully enclosed garden available for outside play.

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Description of the childminding

The childminder may provide care for six children at any one time, of whom three may be within the early years age group when working on her own. When working with an assistant the childminder may provide care for six children at any one time, of whom five may be within the early years age group. There are five children attending who are in receipt of early education funding. This provision is registered by Ofsted on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder holds a Level 3 Diploma in pre-school practice. She is a member of the National Childminding Association (NCMA), an accredited member of the Warwickshire Childminding Group and is approved as a Community Childminder. She is currently undertaking an early years foundation degree course.

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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 a welcoming environment due to the extensive attention the childminder gives to their learning and development, supporting their inclusion and to ensuring their welfare is safeguarded. The childminder works hard to develop secure systems for working in partnership with parents and other settings within which children receive the Early Years Foundation Stage to ensure children get the support they need. There are substantial and effective systems in place to evaluate practice improvements which have positively influenced and improved outcomes for children.

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further?

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

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further?

 continue to explore ways in which children can gain skills in the use of information technology in particular skills in the operation of computer equipment. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children‟s protection from abuse and neglect is promoted through the childminder's understanding of child protection procedures and through the top priority she gives to children's welfare. The childminder shows a high level of awareness of all possible risks to children‟s safety and has taken effective steps to remove and minimise any hazards and assist children to recognise dangers and pay attention to their personal safety. She follows careful procedures to ensure that others she works alongside are suitable to care for children and to ensure that children are safeguarded when individuals such as visitors to the setting are present.

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the early years provision

The childminder pays commendable attention to her personal development and completes an ongoing system of self-evaluation which is reflected upon and updated in line with changes in legislation and guidance, feedback from other interested parties and the childminder's own reflection on her practice. This has a very positive impact on outcomes for children and underpins the commitment to continuous improvement evident in the setting.

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the early years provision

The childminder provides a setting that is appealing and welcoming for all children. Across the setting their sense of belonging is promoted. Examples of which are, photographs displayed in the dining area of children taking part in organised outings, their personal belongings hanging on their pegs in the rear lounge and the rolling display on the computer in the front lounge of photographs taken of children engaging in a wide range of activities. Children benefit widely from the careful attention the childminder pays to promoting outcomes for children through activities, routine events and the time and attention she devotes to their care, learning and inclusion. The childminder makes excellent use of time and her practice of providing daily opportunities for children to enhanced and develop their skills across all areas of development. The childminder has a high regard for supporting the inclusion of all children including those with special educational

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the early years provision

needs and disabilities. She pays attention to ensuring that children are involved in activities and discussion which increase their awareness of the wider world and diversity within the community and supports children in valuing and respecting differences.

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the early years provision

The childminder values the role of parents and carers and focuses on working alongside them to support children‟s receiving continuity in their care. She includes parents in many ways to keep them informed about aspects of the setting and their child‟s progress and development. Parents express their recognition of the strenuous support the childminder provides for their children and are appreciative of the strong systems she has in place to keep them well informed. Parents are given a voice through verbal discussion, attending open days and through the completion of questionnaires. Daily diaries keep them regularly informed of their children‟s involvement in activities and access to learning journeys keeps them up- to-date on the progress their child is making in the setting. They receive regular issues of the childminder‟s newsletter “Chatterbox” which enables them to access to current information about training, outing and events and children‟s

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the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 achievements. The childminder also includes children‟s extended families through activities such as inviting grandparents along to open days and involving them written correspondence with children with parent‟s permission. Links have been established with other settings attended by children within the early years foundation stage and the childminder shares information with them to support joint-working to meet children‟s individual needs.

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and outcomes for children

From a very early stage of children‟s placement at the setting the childminder finds out about the children's skills, interests and needs and builds upon this information effectively to help the children achieve as much as they can. She has a thorough knowledge of the Early Years Foundation Stage and her flexible approach to planning provides a good balance between planned and child-initiated activities, allowing children to follow their own interests and to learn at their own pace. The children's progress is effectively monitored and recorded in a variety of ways and the childminder uses her extensive knowledge about children‟s individual needs to influence future planning. As a consequence children make extremely good progress towards achieving the early learning goals, across all areas of learning.

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and outcomes for children

All areas of development are fostered as the children freely access an exciting range of stimulating toys and resources. In particular the childminder places a focus on outdoor play. She has created a gloriously stimulating outdoor experience for children that encapsulates their developing awareness of the natural world around them and focuses on them learning through investigation and exploration. Children‟s participation in activities using a wide range of resources effectively supports their developing large physical skills and becoming proficient in skills of balance, climbing and cycling. The childminder careful consideration and planning of the outdoor area has resulted in enhanced opportunities to children to experience a wildlife and nature. As the bird, insect, hedgehog and bat boxes have drawn increased wildlife into the garden and provided children with experiences where they encountered these insects and animals first hand through observation

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and outcomes for children

in and around the garden. In addition the inspired approach the childminder has to providing children with an extensive range of experiences include setting up a visual connection between one of the nesting boxes to the family computer. This enabled the children to view the lifecycle of blue-tits from inside one of the bird boxes and the positioning of the box opposite a window from the house allowed children to view the fledglings as they left the nest both through the computer and first hand. Children‟s interest in nature is supported across the year as the childminder assists them to understand that helping the birds by feeding them throughout the winter encourages them to visit the garden and make nest. The children willing engage in daily activities of tearing up bread which they place on the bird table and sprinkle across the ground.

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and outcomes for children

The captivating range of activities and experiences also provide children with appropriate challenge and as a result they are able to stay on task, developing their skills of independence and perseverance. Children are extremely fond of books and join in familiar aspects of stories. They are becoming familiar with letter This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and word sounds, recognise letters and show an interest in rhyming words. Their communication skills are extremely well supported and they are able to clearly describe their thoughts and wishes and make their needs known.

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and outcomes for children

The childminder makes excellent use of everyday resources to promote children's learning, for example, she stimulates the children's interest in numbers, counting and calculating during domestic routines, such as table setting. This occasion is also utilised to encourage children‟s self-help skills and independence as they are selected for jobs that require completion in order to have the table ready for lunch. Home cooked main meals are provided that meet children‟s needs and provide balance and nutrition. Alongside which children have access to a wide range of fruit and free access to water at all times. During lunch time conversation and through participation in cooking activities and eating a range of food they have helped to plant and grow in the garden children‟s interest in healthy eating is fostered. Daily routines such as following hygiene routines in preparation for lunch ensure the children are continually learning about good hygiene practices. This is

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and outcomes for children

supported through discussion as events arise, such as when children cough talking about why it is better to cough into your elbow rather than hand to minimise the spread of germs around the home and when children eat snow discussing that the snow is no longer fresh on the ground and may be contaminated by animals who have visited the garden. Routines such as preparation for outdoor play are one of the proactive ways in which the childminder supports the children's developing skills of independence and self-reliance.

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and outcomes for children

Children are learning how to keep themselves safe through participation in active and meaningful safety routines, such as following safety routines for getting into the car when being transported by the childminder. Their awareness of their personal safety is demonstrated in discussions they initiate with the childminder and a police officer who attend the setting about the use of seat belts when being transported in a motor vehicle. Praise encouragement and recognition for good and helpful behaviour are some of the positive ways in which the childminder encourages children to be keen to behave in ways that result in receiving positive attention. As a consequence children are very well behaved and learning to show respect for their environment and consideration for one another. Children have access to and use resources that support their awareness of information technology and the childminder is to investigating ways in which to further support

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and outcomes for children

young children‟s operation of computer equipment. They are keen to be involved in creative and imaginative play activities such as painting and enjoy listening and moving to a range of music, promoting their creative development. They demonstrate a keen enthusiasm to join in play and learning experiences promoting a foundation for their future learning. 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 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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