Childminder in Durham

Inspection report for early years provision

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Unique reference number 313874 Inspection date 01/02/2010 Inspector Julie Morrison

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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 1992. She lives with her husband in West Auckland. The childminder’s home is accessed by low steps. The whole of the property except for the main bedroom of the childminder’s home is used for childminding. There is a garden for outdoor play. The childminder cares for children on weekdays from 8am to 5.30pm for 46 weeks of the year.

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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. She is currently minding three children in this age group. She also offers care to children aged over five years to 11 years. This provision is registered Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder collects children from the local school and attends several toddler groups on a regular basis.

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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 are cared for in a child-orientated and welcoming environment, where all aspects of their safety and welfare are successfully promoted. Children are valued as individuals and provided with a wide range of activities and resources that support their learning and development well. There are clear policies, procedures and documentation in place and the majority contain all the required information. Effective working relationships with parents contribute effectively to the childminder's sound knowledge of the individual needs of the children in her care. The childminder is committed to developing her own knowledge through attending regular training, this helps to promote outcomes for children.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 request written parental permission to seek any necessary emergency medical advice or treatment. (Safeguarding and promoting children's welfare) 09/02/2010

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further?

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

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further?

 update the record of risk assessment to include any assessments of risks for outings and trips  build upon procedures to observe, analyse and use the information found out about the children to plan activities based on the next steps in their learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder is fully aware of her responsibilities with regards to safeguarding children. This is supported by detailed written policies to ensure that the childminder is aware of procedures to follow should she have a concern. The premises are secure and doors are locked to ensure no one enters the home uninvited. In addition, the childminder maintains close observation of children at all times. Detailed risk assessment for all areas of the home and the garden further promote children's safety. However, although the childminder implements effective procedures to keep children safe on outings. For example, ensuring young children are secure in pushchairs, using appropriate car seats and visual checks of all areas when she arrives these are not included in her risk assessments. Most documentation required to further ensure the safety and well-being of the children is in place. For example, children's contact details and dietary needs. However,

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the early years provision

although the childminder has clear procedures in place to request consent for emergency medical treatment from parents, this has not been consistently implemented for all children. This is a breach of the legal requirements, although the risk to children is minimal as the childminder demonstrates a positive attitude towards addressing this and is clear about procedures to follow should there be an emergency. The childminder also holds a current first aid certificate, this ensures she could respond to any accidents appropriately.

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the early years provision

The childminder demonstrates a genuine commitment to improving her own knowledge and skills. She has attended several training courses including an National Vocational Qualification level 3 in childcare and safeguarding children and has a secure understanding of the Early Years Foundation Stage (EYFS). There are effective systems in place which she uses to monitor and evaluate her practice. These include using the Ofsted self-evaluation form and discussing practice with other childminders. In addition, the issues raised at the last inspection have been fully addressed. This demonstrates the childminder's commitment to developing her own practice and continually improving the outcomes for children. The childminder uses her resources effectively. Children benefit from a dedicated playroom where toys and resources are organised well to enable children to make choices about their learning and play. Colourful displays, examples of the children's

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the early years provision

work and photographs help children to feel a sense of belonging and promotes their self-esteem. The effectiveness with which the setting promotes equality and diversity reflects in the way the childminder helps children to feel they belong. For example, she has favourite toys set out ready for their arrival.

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the early years provision

Partnerships with parents and other providers of the EYFS are well established and parents speak highly of the care and learning their children receive. Parents receive copies of the childminders policies and procedures at the start and relevant information such as certificate of registration, public liability insurance and procedures for contacting Ofsted are clearly displayed. This ensures that parents are kept well informed about the service she provides. Parents are kept up to date about their child's learning and care through verbal feedback, text messages and access to their child's file. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder organises her setting well and ensures the environment is child- orientated to promote children's learning. She clearly knows their individual likes and interests, and ensures resources are readily available for their arrival. Children have clearly developed warm and trusting relationships with the childminder, they giggle as she tickles them and are clearly confident in her care. Children have good opportunities to independently draw, write and make marks in their everyday play and activities. For example, they ask the childminder to draw shapes and copy her as she does, confidently remarking 'circle'. The childminder extends learning well as she draws and names the shapes and introduces counting, as she encourages the children to count how many sides each shape has. Children are developing an interest in books and stories, which are readily available. They select them independently to look at and give some to the childminder which she reads to

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and outcomes for children

them. A wide range of labelling and number displays along with planned activities, helps to further develop children's communication skills and introduces children to written numbers and words. For example, a display of pictures made from drawing around each child are clearly labelled with each child's name and age along with, 'tallest' and 'youngest'. Children are beginning to develop their understanding of the natural world as they plant sunflower seeds and go on nature walks to look for tadpoles. A variety of fun, planned trips further supports children's understanding of the world around them. For example, visits to museums and train trips to the beach. They are beginning to develop their skills for the future as they use computers, toys phones and a range of programmable toys. The childminder clearly knows the children well and plans a range of fun and exciting activities which cover all areas of learning and is based on their interests. This ensures that

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and outcomes for children

they are making good progress towards the early learning goals. Planning is in place as are observations of the children which are linked to the areas of learning. However, these are limited for each child and although next steps have been identified it is not clear to see how they have been used to inform future planning.

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and outcomes for children

Children are helped to feel safe, because they take part in planned activities such as practising fire drills and discussing stranger danger. They look at pictures of fire fighters with the childminder and talk about how they help us. Road safety is taught during outings and supported in the home through posters about keeping safe on the roads. The childminder encourages children to adopt a healthy lifestyle as she provides balanced and healthy meals and regular opportunities for exercise and fresh air. They enjoy playing football in the garden and independently put on the own coat, hat and scarf in preparation. Planned themes and activities such as, fruit of the week and growing tomatoes further supports children's understanding of good health. Children have good opportunities to make friends and learn important rules such as sharing and being kind to each other as they visit a variety of play groups. This is supported by age appropriate techniques to help children to

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and outcomes for children

begin to learn right from wrong. 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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