Childminder in Doncaster

Inspection report for early years provision

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Unique reference number EY399732 Inspection date 15/03/2010 Inspector Pauline Garfield

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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 2009. She lives with her husband and their children aged 10 and 17 years in Edenthorpe, Doncaster. The whole of the ground floor of the childminder’s house is used for childminding and there is a secure outdoor area to the front of the house. Care is offered Monday to Friday all year round.

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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, with no more than three in the early years age group. She is currently minding five children, of which two are in the early years age group. The childminder is registered on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder walks to local schools to take and collect children. She attends the local parent and toddler groups. The family have two pet dogs. The childminder is a member of the National Childminding Association, and has a Level 3 qualification in Childcare and Education.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder effectively promotes children's welfare and recognises the uniqueness of all children in her care. She promotes children's learning and development successfully, and children make good progress. The childminder has a good understanding of the procedures to safeguard children, and most policies and procedures are in place. She has a very good relationship with parents and local schools, which results in the efficient sharing of information. The childminder has completed a good self-evaluation, which fully contributes to her capacity to further improve.

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further?

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

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further?

 further develop an understanding of safeguarding children issues  further develop the fire plan to clearly identify all emergency exits  ensure resources reflect the diversity of children within and beyond the setting to promote children's thinking and help embrace differences.

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the early years provision

The childminder has attended a child protection training course and has a good understanding of the procedures to take if she has any concerns about the welfare and safety of children in her care. She has a written safeguarding policy which is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 shared with parents. The childminder has some understanding of safeguarding children issues but cannot identify all the signs and symptoms of abuse. Comprehensive written risk assessments are very well organised in attractive and detailed folders. The childminder has a good understanding of how to keep children safe. Risk assessments are reviewed regularly, and immediate action is taken to identify any hazards. For example, risk assessments are reviewed if any new children attend the setting. This helps to minimise risks and promote children's welfare. In addition, the fire drill is regularly practised with all children

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the early years provision

that attend. However, the fire plan does not clearly identify all available emergency exits. Therefore, alternative evacuation procedures have not been fully considered. The childminder's home is attractively decorated with children's educational posters, plans for future activities, and children's work. This results in a stimulating environment for children. The childminder organises her home effectively to provide optimum use of space. For example, toys and activities are readily available for babies to access and there is a separate area with appropriate equipment for children to rest and sleep. Resources are organised into labelled boxes in a display cabinet. The childminder also has some books and toys to reflect equality and diversity. Although, these are not used effectively to reflect the diversity of children within and beyond the setting and to challenge children's thinking and help them to embrace differences.

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the early years provision

There is a two-way-flow of information between the childminder and parents. For example, daily diaries are used to communicate children's routines, welfare and individual needs. The childminder has comprehensive written records of children's achievements, which cover all areas of learning, and to which parents are able to contribute. She has a very good working relationship with parents. For example, the childminder has attended baby yoga classes with a parent and her baby. Parents are very happy with the care provided. They comment that the childminder is involved in their children's parents' evenings and has helped children with their development, progression and learning. The childminder has completed a good self-evaluation document and is proactive at driving improvement through her professional approach, and through attending relevant training courses.

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and outcomes for children

Well written and thorough observations are used to determine children's achievements, and plan for the next stage in learning. Babies anticipate food routines and the childminder holds the baby close whilst feeding providing a sense of security. Babies have a close attachment with the childminder, and they sit together on the floor playing with objects in a sensory basket. They investigate the contents together, which includes a range of tactile toys. Consequently, children are developing skills of enquiry and investigation. Children that attend before and after school are encouraged to develop their self-help skills and successfully put their coats on. Babies are intrigued by the events around them and enjoy playing with an activity table. The childminder holds the baby upright to enable access to the activity table, and the baby shows delight at the sounds and noises the equipment makes. Babies respond to finger rhymes, such as 'Round and round the

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and outcomes for children

garden', and are beginning to make marks on paper. They enjoy the sensory This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 experience and texture of playing with spaghetti. Children attending after school also enjoy a good range of activities including cutting, sticking, reading, play dough and construction. This enables children to develop a range of skills across all areas of learning.

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and outcomes for children

Children follow organised routines and are happy, safe and secure. Baby food is provided by parents, and healthy meals and snacks are available for other children that attend. The childminder observes and responds effectively to children's individual needs, for example, when the baby has hiccups the childminder spontaneously offers a bottle of water which soothes and calms the baby. Children are encouraged to take responsibility for their own safety as they regularly practise fire drills. Babies benefit from regular physical activity. For example, the childminder encourages children to develop milestones as they reach for toys and equipment. They enjoy walks to the park and visits to both the mother and toddler group, and sensory room at the local nursery. Older children enjoy trips to the park, which helps children to develop their physical skills and sense of well-being.

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and outcomes for children

Babies respond to the childminder with happy facial expressions and show a sense of belonging as they snuggle in a blanket. Children learn about the environment and weather through spontaneous activities. For example, the childminder brings snow inside for children to play with. Children take part in a wide range of activities including celebrating cultures and religions from around the world. The childminder also encourages children to understand about the recycling of materials to protect the environment. For example, through washing empty yogurt pots and placing them in the appropriate recycling bin. Babies problem solve as they use a range of resources which include posting different shapes into a sorting box and completing age appropriate puzzles. Children who attend after school use a computer to enhance their numerical skills and are able to complete homework should they wish. Children are well behaved, praised and encouraged for their

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and outcomes for children

achievements. Overall, children are happy, content and settled. 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 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 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 2

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Stage

The extent to which children achieve and enjoy their learning 2 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 2 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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