Childminder in Telford and Wrekin

Inspection report for early years provision

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Unique reference number EY341491 Inspection date 20/01/2010 Inspector Olwen Pulker

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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. She lives with her husband and three children, one of whom is an adult and others aged 12 and 10 in a suburb of Telford, Shropshire. There are shops and schools within easy walking distance. The whole of the ground floor of the childminder's house is used for childminding and there is an enclosed garden available for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children at any one time and is currently minding six children, of whom four are in the early years age group. The childminder walks to the local school and nursery to take and collect children. She attends local carer and toddler groups and meets with other childminders on a regular basis.

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Description of the childminding

The childminder is a member of the National Childminding Association and of the local Childminding Network. She receives support from the local authority.

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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 thrive, settle well and make excellent progress. The childminder creates a most comfortable, stimulating and safe environment for all children. The childminder greatly values the uniqueness of each child and ensures their needs are clearly understood and fully met so that all aspects of their welfare, learning and development are successfully promoted. The childminder demonstrates a clear ability and commitment to the continuous improvement of her childminding. She consistently evaluates her provision, taking into account the views of parents, children and other professionals. She takes prompt action to tackle areas for improvement in ways that are appropriate and sustainable, including developing her own knowledge and skills.

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further?

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

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further?

 consider ways to extend children's skills in self-care with particular regard to mealtimes.

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the early years provision

Children are fully safeguarded because the childminder clearly understands her role to protect them from harm and to take prompt appropriate action if she has concerns about their welfare. She continues to attend training on a regular basis to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ensure that her knowledge remains up to date and has produced a high quality, robust policy in line with local guidance that is shared with parents. High-quality risk assessments and daily safety checks ensure that both the indoor and outdoor play areas remain safe and risks to children are minimised. Children's welfare is further protected as the childminder has thorough policies relating to all aspects of their care and she obtains all required information about children and families so it is clear who has legal contact with each child and parental responsibility for them.

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the early years provision

The outcomes for children are consistently improved as the childminder is thorough and dedicated in the way she organises her childminding. She carefully monitors and evaluates her provision, taking into account the views of children, parents and other professionals such as her local authority development worker. She has a clear vision of aspects to improve and is rigorous in addressing these. For example, replacing the lawn with artificial grass and constructing a raised vegetable bed to enable children to maximize their use of the small garden. The childminder is highly committed to her own self-development. In the last year she has gained a Diploma in Home based Childcare and registered with the National Literacy Trust. The childminder has spent a great deal of time reading and understanding the Early Years Foundation Stage, particularly in relation to the early learning goals. This detailed knowledge allows her to plan activities that

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the early years provision

cover several areas of children's learning, continuously helping them to develop their skills.

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the early years provision

Children’s care and early learning is fully supported by the excellent provision of resources in the childminder’s home and elsewhere. For instance, children’s social contacts and experiences are enriched and extended by walks and outings in the surrounding countryside and by attending a wide range of toddler activities, library visits and meetings with other childminders and children. Central to her provision is the childminder’s commitment to ensuring every child is treated as an individual and helped to progress at their pace, very much taking account of their individual interests, ideas and learning styles. Her successful partnerships with parents and others very much contribute to this. She has well-established effective contacts with other local providers to ensure continuity of care and education for children who attend more than one setting. Her in-depth knowledge and sound, sensitive procedures for working with parents and other professionals ensure children with

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the early years provision

special educational needs and/or disabilities have their needs promptly identified and receive effective, appropriate levels of support and use appropriate resources. The childminder’s excellent partnerships with parents ensure they are reassured about how she operates and what she provides for their children. Parents and carers have regular, meaningful feedback about their child’s activities, routines and achievements, and their views about their child and the setting are consistently encouraged and valued.

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and outcomes for children

Children make very good progress as their learning and development are adeptly supported by the childminder. Children of all ages take part in varied rewarding activities and experiences in her comfortable, welcoming home and at other This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 venues. These activities clearly reflect children's interests and learning and development needs as the childminder has robust procedures for identifying each child's starting points, including seeking information from parents, and for monitoring and tracking their progress. She has a clear understanding of each child's learning priorities and how to help them move onto the next stage in their learning, encouraging parents to share their views about their child's ongoing progress and next steps. Children are eager to learn and are purposeful because their ideas and suggestions are central to the childminder's planning and provision

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and outcomes for children

of resources. Children's differing needs and levels of ability are fully reflected in activities, and they relish the balance of worthwhile free-choice and adult-led activities.

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and outcomes for children

Children develop very good skills for the future. From an early age they become confident, active learners who concentrate, persevere and confidently play alone or together. The inviting layout, including a designated play room, and organisation of rewarding books, toys and games fosters children's choices, ideas and imagination, for example, during sustained indoor 'den' building and doctors' role play. Interesting sensory and interactive toys encourage babies' concentration, exploration and independent play, and they are fully included in a wide range of creative experiences. The childminder encourages babies and children to play and learn together and sensitively promotes their awareness and tolerance of each other's differing ages and varying abilities. As a result children settle well, make friends and play harmoniously. They are articulate, confident speakers, who love books and stories. They begin to recognise rhythm in spoken words when tapping

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and outcomes for children

out rhythms when playing musical instruments. Children think critically, adeptly working out practical problems such as which instruments to use to scoop up the rice grains at tidy-up time. They competently use numbers for counting and problem solving and readily recognise items according to size, shape and colour. Children develop a well-rounded appreciation of the wider world. Through discussions and play they learn respect for others' differing beliefs and customs. They garden, growing vegetables and plant flower bulbs in preparation for Christmas when they are given as gifts to their parents. Babies and children are imaginative and creative, all enjoying using a wide range of colourful resources for painting and craft work. They make individual Christmas cakes in small baked bean cans, add marzipan and then the icing and are able to express themselves freely when creating Christmas table decorations. Routine walks to nursery are very

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and outcomes for children

effective in extending children's learning as they observe local landmarks, greet neighbours, and develop their knowledge of letters and words. For example, the childminder when drawing attention to a spray painted letter 'w' says 'w for windy' and the child responds 'w for wet'.

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and outcomes for children

The childminder has robust systems for promoting the welfare of babies and children so they are fully protected from harm, kept safe and are very well looked after. She creates a relaxed comfortable atmosphere for children so they feel safe and secure. At the same time, the childminder implements thorough safety and hygiene procedures, such as robust risk assessments and checks, so that hazards are promptly addressed, everywhere is secure and clean, and outings are safe and very well organised. Children are consistently encouraged to behave in ways that are safe for themselves and others, for example, when going for walks or playing with toys and apparatus. Children have regular opportunities to take part in well- This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 thought out practise emergency evacuations. Children's health and well-being are fully promoted as the childminder works closely with parents to ensure she fully

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and outcomes for children

understands each child's care, health, cultural and dietary needs. She implements clear infection control guidelines to minimise the risks of cross-infection, and to ensure children have prompt appropriate treatment, in line with their parents' wishes, if they have an accident, become unwell or need medication. From an early age, children learn about the benefits of a healthy lifestyle. They make good choices of what to eat and drink during nourishing meals and snacks. Children relish being outdoors and being physically active. They develop confidence and skill in moving in different ways and in using a wide range of apparatus and wheeled toys. Through well-managed routines and activities, babies and children become independent in managing their personal hygiene, knowing why it is important to wash their hands. Children are keen to help prepare for lunch and are given responsibility for wiping the table and carrying the drinking beakers in from the

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and outcomes for children

kitchen. However, they are not involved in preparing their own sandwiches or helping serve the food which is a missed opportunity to further extend their learning and independence. 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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