Childminder in Worcestershire

Inspection report for early years provision

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Unique reference number 205097 Inspection date 14/01/2010 Inspector Donna Stevens

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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 1997. She lives with her partner and adult son in Kidderminster. The whole of the ground floor and an upstairs bathroom are used for childminding. Accessibility to the premises is up several steps to the front door. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently five children attending who are within the Early Years Foundation Stage (EYFS), some of whom attend on a part-time basis. The childminder also offers care to children aged over five years to 13 years. This provision is registered on the Early Years Register and on the compulsory part of the Childcare Register. The childminder supports children with special educational need and or disabilities and children who speak English as an additional language. The childminder is a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The childminder meets the requirements of the Early Years Foundation Stage and has addressed the recommendations raised at the last inspection. She evaluates how the children spend their time ensuring they are happy and well settled and enjoy a range of activities. However, she does not have a ongoing programme of her own self-development and improvements for the provision. The childminder works well with parents to ensure children's individual needs are met and her practice is fully inclusive. She has also formed links with the local preschool. These partnerships provide continuity of care and supports children's welfare and development.

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further?

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

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further?

 implement a system for reflective practice and self evaluation to identify the setting's strengths and priorites for development that will improve the quality of provision for all children  improve the quality of information for parents with regards to; the safeguarding policy, the procedures for making a complaint, of a parent failing to collect their child and in the event of a child going missing  improve the quality of records in order to meet the needs of the children  improve knowledge of the educational programmes and early learning goals for children in the EYFS  improve the use of observations and assessments to identify learning priorities for each child and link these to the educational programmes. 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 appropriately safeguarded as the childminder has a clear understanding of her roles and responsibilities in this area. She has developed a policy that is in line with local guidance. She has completed risk assessments for both the home, garden and outings and carries out a daily safety check to ensure that all areas remain safe for children to play and risks are minimised.

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the early years provision

The childminder has ensured that she meets the statutory requirements of the Early Years Foundation Stage. Her many years experience of caring for children and knowledge of child development allow her to provide a suitable range of activities for the children. However, her knowledge and understanding of the educational programmes and early learning goals is limited. Development of this area would allow her to introduce systems to observe and assess children's progress to ensure they are reaching their full potential in all areas. Lack of effective self-evaluation systems to monitor her own self-development have led to lapses in mandatory training requirements, for example there was a gap of several months between her first aid qualification expiring and another course being completed.

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the early years provision

Discussions at each end of the child's day with the childminder ensure a two way flow of information with parents and carers. This provides continuity of care and allows the childminder to meet children's individual needs. Information for parents with regards to policies and procedures is limited and parents may not be clear about the expectations of themselves, their children and the childminder. The childminder has known the staff at the local preschool for many years and ensures that she shares relevant information with regards to children's welfare and learning.

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the early years provision

The childminder knows the children she cares for well. Many have been with her for several years and she has a good understanding of their family circumstances and ways of life. Improvements to the quality of the records kept on children would provide a valuable reference when planning future activities.

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and outcomes for children

Children make steady progress towards the early learning goals and in all areas of the development because the childminder has a good general knowledge of expected child development. She provides activities appropriate to children's individual stages of learning and development, ensuring that children of different ages are appropriately challenged. For example, when playing with puzzles she provided a selection with different numbers and sizes of pieces to cater for the children's different ages and abilities. Children are encouraged to choose their own toys and activities, developing their confidence and decision-making skills. The childminder spends time supporting the children's play, watching them develop This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their skills and moving them on to new challenges where appropriate. Introducing systems to monitor children's progress in line with the educational programmes

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and outcomes for children

and early learning goals of the Early Years Foundation Stage would ensure that children develop skills right across the curriculum that will support their future learning.

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and outcomes for children

Children are happy in the setting and loving, caring relationships with both the childminder and their peers are evident. They have clear and consistent boundaries so they begin to develop an understanding of acceptable behaviour and are encouraged to begin to learn to share, take turns and engage in positive behaviour. As a result children are well behaved and respond positively to the childminder's requests for help, such as tidying away toys when they finish playing.

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and outcomes for children

Children enjoy their time with the childminder, are receptive to her interactions and have opportunities to select their own resources, toys and equipment. Children readily approach the childminder to sit on her lap and share books and stories. She spends time engaging them in conversation, improving their social skills and encouraging them to share their thoughts and ideas. Children are keen to join in with more structured activities, such as drawing. They are proud of their achievements as the childminder encourages them to practise emergent writing skills. Children develop their own ideas while playing and request that paper hats and boats are made from the paper which they decorate enthusiastically.

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and outcomes for children

Children are secure and confident. Well established routines ensure that young children feed and sleep well and their personal needs are attended to quickly so they do not become upset or distressed. The childminder is attentive to children's feelings and they are able to share any worries or concerns with her. Older children demonstrate a good awareness of their own personal safety, they know to call 999 in the event of an emergency and are able to explain how they would safely leave the house if there was a fire. Daily walks to school provide opportunities for children to learn about road safety.

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and outcomes for children

Healthy eating is actively encouraged and the childminder provides healthy snacks and drinks. Parents provide children's meals, either bringing a packed lunch or meals that can be warmed. Children develop good hygiene habits and they know to wash their hands after using the toilet, before eating and after playing in the garden. They have daily opportunities for exercise and fresh air as they walk to school and play in the garden. They regularly visit the local park where they have space to run around and play ball games and can use a range of climbing equipment.

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and outcomes for children

Children begin to learn about their local environment and the world around them as they observe nature and the changes in the seasons. They enjoyed playing in the snow during the recent cold weather. During the spring they enjoy planting seeds and bulbs and help to care for the plants harvesting vegetables and salad in summer and early autumn. The childminder has a clear understanding of equality and diversity and ensures that children with special educational needs and/or disabilities are able to join in with all the activities. Her positive attitude encourages children in her care to respect others and understand differences in a positive way. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 3

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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 3 The extent to which children develop skills for the future 3

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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: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 implement a written statement of procedures to be followed in relation to complaints which relate to the requirements of the Childcare Register and which a parent makes in writing or by email (Procedures for dealing with complaints) 05/02/2010

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Annex B: the Childcare Register

 make the following information available to parents; copies of the written statements of safeguarding procedures and complaints procedures (Providing information for parents). 05/02/2010

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