Childminder in Staffordshire

Inspection report for early years provision

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Unique reference number EY397579 Inspection date 09/03/2010 Inspector Patricia Webb

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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 2009. She lives with her husband and two children aged two years and four years in Shareshill near Wolverhampton. The whole of the ground floor is used for minding together with an upstairs bedroom used for sleeping babies. There is a fully enclosed garden for children to play and the premises are accessed via a step.

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Description of the childminding

The childminder is registered to care for a maximum of four children under the age of eight years at any one time, no more than one of whom may be in the early years age range. There are currently two children on roll in this age group. Older children are also cared for and this provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The childminder collects children from the local school and attends local preschool group regularly. 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 good.

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The overall effectiveness of the early years provision

Children thrive in the care of this enthusiastic and intuitive childminder. Each child's unique character is nurtured and valued, developing their self-esteem and a strong identity of self. The partnerships with parents, carers and other providers are very strong and well-developed, enabling an effective exchange of information to take place. This ensures that all children receive a broad selection of exciting experiences as they gain an insight into the world around them. The childminder is still in the process of developing her self-evaluation systems and has yet to extend her awareness in supporting children with special educational needs and/or disabilities.

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further?

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

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further?

 develop inclusive practice further by extending knowledge and understanding of supporting children with special educational needs and/or disabilities  cultivate a reflective approach to evaluating the strengths of the provision involving parents, carers and children to assist in identifying areas for future development.

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the early years provision

The childminder takes her role and responsibilities seriously. She creates a very child-focused environment with the emphasis on homely care and having fun. Children are fully safeguarded as the childminder has a very sound understanding of child protection issues, referring parents and cares to the clear policy, explaining This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the procedures she would follow should she have any concerns about a child in her care. All adults in the household have been fully vetted and the childminder has developed effective strategies to keep children safe when out and about on any trips or outings. Risk assessments are carried out with care to ensure any potential hazards are identified and addressed with clear detailed records kept.

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the early years provision

The childminder uses her multi-lingual skills very effectively to ensure that children are encouraged to value and respect other cultures, races and languages. Favourite songs and nursery rhymes are learned by the children in a number of languages, extending their awareness of the wider world and developing essential skills for the future. Effective use of posters, resources and discussions with the children help them to become aware of the diversity of their world and consider the differing needs of others in society. The childminder is aware of offering a service for children with special education needs or disabilities although she is eager to seek out relevant training in order to extend specific knowledge and understanding of this aspect of childcare. This demonstrates a keen drive towards continuous improvement although the process of self-evaluation is still in its infancy and does not yet involve parents, carers and children actively.

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the early years provision

There is a strong emphasis towards child-initiated learning as children access freely a wide range of good quality resources and equipment. The conservatory offers a child-centred space where they can develop their creativity, accessing art and craft activities with ease and spontaneity. Other parts of the home offer opportunities for both active and quieter activities. This is fully extended to the outdoor space too as children make excellent use of the large and interesting rear garden to explore and discover their world. The systems for seeking detailed information about each child are extremely well-developed. Parents and carers are encouraged to share information about their child that highlights each character and personality, aspects which the childminder intuitively links into to capture each child's interest and abilities.

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and outcomes for children

Children excitedly explore their world supported in a very interactive way by the childminder who enjoys the activities as much as the children. Together, they plant and grow vegetables, harvest them and use them to prepare nutritious soups and meals. Children develop a keen awareness and respect for nature, handling insects such as the ladybird with great care as they transport it from the sand tray to the nearby bush. They are eagerly looking forward to observing the life cycle of the frogs in the secure pond as plans are afoot to stock this with spawn. Dashing round the garden with gusto, they develop their physical skills, enjoying the fresh air and accessing many of the activities they conduct indoors. For example, mark making is done as they paint with water and use large chunky chalks to draw on the slabs. Babies and young toddlers enjoy such activities too, supported by the childminder who plans and prepares intuitively to ensure children get the most out

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and outcomes for children

of their activities. Crawling on the decking, babies access the low level sand tray, able to explore the properties of both dry and wet sand and delighting in the feel of the grass as they crawl around. Counting the number of spades of sand comes This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 naturally to the children as they calculate how many times they have to return to the garden parasol stand to fill it. Their imagination takes them off on holiday on a train they have made using the garden chairs as they excitedly plan what they intend to do when they get to the 'seaside'.

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and outcomes for children

On returning back indoors all children immediately know to go and wash their hands to reduce the risk of germs using their individual hand towels as they develop their skills in personal care. They also brush their teeth regularly, assisted by the childminder who works closely with the parents and carers to encourage good dental and personal hygiene routines. Children speak highly of the 'scrummy' meals they have. The childminder cooks daily from fresh ingredients, working with parents and the children to acknowledge any specific dietary requirements or preferences and taking careful account of any possible allergies. Such careful practice ensures that children's health and well-being is positively promoted and that children are learning about how following a healthy lifestyle is advantageous to their welfare.

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and outcomes for children

Child behave very well as the childminder takes time to explain to older children about how some actions may impact on others. She is acutely aware of ensuring that any strategies used are tailored to each individual child's age and level of understanding. Older children are aware of how they need to behave and conduct themselves when babies and young toddlers are around. They understand why they need to consider the resources they are using and tidy them away safely. Some older children express their excitement as they wait for the baby to take first steps on their own. Children access the developmental record folders, pointing out themselves and their friends in the photographs. Parents are able to take these home to share with the rest of the family as well as using the effective daily diaries to log and contribute to their children's progress and overall contentment. The childminder demonstrates an innate understanding of how children learn

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and outcomes for children

effectively from everyday occurrences and uses her planning to ensure that each child's progress is carefully plotted with clear links to extension and preparation for the next steps in their development. For example, when a baby starts to use verbal sounds, 'vroom, vroom', when playing with the toy cars, the childminder notes this and explains that she intends to extend the verbal skills by encouraging sounds in rhymes and songs as the baby joins in. 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 2 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 2

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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 2 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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