Childminder in Walsall

Inspection report for early years provision

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Unique reference number EY399621 Inspection date 12/03/2010 Inspector Susan Rogers

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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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 in a property in Streetly with her husband and adult son. There are shops and schools within easy walking distance. The whole of the ground floor and the bathroom on the first floor are used for childminding purposes. There is a fully enclosed garden available for outdoor play. Access to the property is via a flat driveway and step into the porch.

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Description of the childminding

The childminder is registered to care for six children under eight years of age at any one time. There are two children on roll who attend part time and one of the children is in the early years age group. This provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary part of the Childcare Register.

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Description of the childminding

She is a member of the National Childminding Association, is supported by the local authority and is able to transport children from local schools and pre-schools.

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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 make good progress in their learning and development and through individual attention their care needs are met. Arrangements for safeguarding children are mostly sound. They are supervised well whilst they play and the risk assessments are mostly recorded and reflect the potential risks present both indoors and during outdoor activities. Children are happy and settled in a relaxed environment where they share a close relationship with the childminder. The premises are welcoming and resources and equipment are suitably deployed to promote positive and varied learning experiences. Partnerships with parents and other agencies have been fostered and support the children's education and care needs. The process for identifying the strengths and areas for improvement of the early years provision has commenced and gives the childminder clear focus for areas that she would like to improve and develop.

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further?

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

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further?

 ensure the written risk assessments extent to cover the potential risks in the rear garden  extend the observations and assessments to include greater evaluation of children's delvelopnment. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

A sound awareness of the childminder's responsibility towards safeguarding children from abuse and neglect is demonstrated as is the childminders commitment and understanding of how to take the appropriate steps in the event of any such concerns. She informs parents of her obligations and has all relevant contact details to hand. All adults having contact with the children are vetted and there are effective contingency plans in place for children's care that have been discussed with their parents. The documentation is well organised with children’s attendance and a format is in place to record medication and accidents, which ensures children’s welfare is promoted. Effective supervision together with mostly effective written risk assessments ensures that children's safety is protected. The entrance doors are secure, there are regular fire drills and safety gates prevent younger children accessing the first floor without the childminders permission. The

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the early years provision

rear garden however has not yet been included in the risk assessments. A wide range of interesting toys and books are readily accessed by children and the premises are used creatively to provide different areas for play and learning. For example, children have a specific play room, access the kitchen for painting and messy play and use the living room floor to enjoy creative play opportunities. They enjoy sitting on the sofa and reading from the wide range of books available.

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the early years provision

The childminder uses her developing knowledge of the Early Years Foundation Stage to support children's learning and development and is using the Practice Guidance to support her planning. Through developing close relationships with the children and spending time interacting with them and observing their interactions, she knows what they like and enjoy and provides well for their interests. The childminder effectively organises her time around the needs of the children and therefore, children feel at ease in their environment. The rooms used by the children are organised well with resources made easily accessible, giving children the freedom to freely move around make choices in their play.

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the early years provision

The childminder is motivated to seek further improvement and is beginning to focus her efforts on priorities identified. However, the systems for self-evaluation to fully monitor the statutory requirements and learning and development requirements of the Framework for the Early Years Foundation Stage are not fully embedded. There is a commitment to bring about sustainable change through attending further training. Parents receive appropriate information about the early years provision and the policies and are kept up-to-date about the children's achievement and progress through daily discussion. The sharing of information helps build close relationships with parents and helps her meet parents wishes and requests. Through closely working with parents the childminder has a good knowledge of each child's background and needs and works well to meet them. Partnerships with the school that the children attend, helps the childminder plan

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the early years provision

for their needs and ensures the time they spend at her home compliments their day. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are confident and have developed a close and warm relationship with the childminder. Their relationships with other children are well established and children are encouraged to take responsibility for their play area and equipment by helping to tidy away their toys once they have finished playing. This promotes their self-assurance, sense of belonging and emotional health and well-being. Children enjoy their time at the childminder's house as they seek to do things for themselves and easily move from one activity to another. Warm interaction from the childminder as she engages children in conversation promotes their language and communication skills. Children's knowledge and understanding of the world is developing as they engage in meaningful experiences where they encounter aspects of their natural environment and as they walk to and from their school and enjoy outings. They learn about the needs of others and their cultures and the wider world, through

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and outcomes for children

the childminder raising their awareness through discussions, toys and games. Children help to prepare their own snacks of bread, cold meats, fruit and salad at lunch time and enjoy cake making under well supervised conditions.

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and outcomes for children

Children's understanding of problem solving, reasoning and numeracy is progressing well as they are beginning to appreciate the concept of subtraction by using games and activities. They match sequences, recognise mathematical shapes and use matching games. They confidently use their communication skills as they describe what they a doing during imaginary play activities. They use their language skills to creatively describe the more unusual aspects of their toys, for example, describing a hammock as a swinging bed. They are considerate of each others needs and successfully play alongside each other using board games and recognise that their play is enhanced by including others. They have some opportunities to appreciate technology and their understanding of the world around them as they use a toy garage and other electronic toys and games. They access a variety of art materials so that they can create images of their own

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and outcomes for children

choosing and purpose built low tables in the play room encourage children to enjoy mark making which contributes towards their emerging writing skills. A wide range of books are regularly replenished from the local library and are attractively displayed so that children eagerly select their favourites.

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and outcomes for children

Children are actively encouraged and praised and there are clear boundaries and explanations to help them to appreciate right from wrong. They learn to keep themselves safe through gentle reminders about caring for one another and their environment and to behave carefully when walking to and from school. Their health is supported well through established hygiene routines that prevent the spread of infection. A varied range of meals, snacks and drinks, which include some healthy options such as fresh fruit and vegetables are available regularly throughout the day. Their own preferences and allergies are adhered to when meals and snacks are planned. Regular visits to the local park and a varied range of physical activities indoors and outdoors promotes their physical health and fitness. Children are developing varied skills that contribute to their future This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

economic well-being through making steady progress in their communication, language and literacy and through becoming active and independent learners. 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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