Childminder in Darlington

Inspection report for early years provision

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Unique reference number EY280241 Inspection date 21/01/2010 Inspector Pauline Pinnegar

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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 2004. She lives with her husband and two children aged nine years and seven years old in the west end of Darlington. The whole of the ground floor, first floor bathroom and two bedrooms of the childminder’s home are used for childminding. There is a garden for outdoor play. The childminder cares for children on weekdays from 8am to 5.30pm for 48 weeks of the year. The childminder has two pet guinea pigs.

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Description of the childminding

The childminder is registered to care for a maximum of five 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 six children in this age group. She also offers care to children aged over five years to 11 years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The childminder attends several toddler groups on a regular basis and takes and collects children from her local school and pre-school.

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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 provides a very warm and inclusive environment where children feel a strong sense of belonging. Their needs are met as the childminder establishes mainly very good relationships with parents and others, and shares relevant information. Policies, procedures and required documentation are all in place and used effectively to ensure the safety and welfare of children. Children make good progress in their learning as they engage in a wide range of experiences both indoors and outside of the home and the childminder is establishing mainly good systems for observations and tracking children's progress. She has established an effective system of self-evaluation to enable her to monitor her service and identify clear targets for future development, helping to ensure continuous improvement.

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further?

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

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further?

 link observations of individual children's learning and development more closely to the early learning goals in order to better identify their next steps and learning priorities  further develop the systems for sharing information, and children's learning and development records with other practitioners for children who attend other settings  improve the systems for parents to review their child's progress and contribute to their child's learning and development record. 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 has a clear knowledge and understanding of child protection procedures. Local safeguarding contact details are well known and readily available. The childminder is clear of signs and symptoms which may cause concern. This means that children are kept safe from harm. A comprehensive child protection policy is shared with parents to ensure that they are clear of everyone's roles and responsibilities. All required documentation is in place and is well- organised and continually updated. The childminder knows where essential records are kept for individual children. Safety is a priority and visual daily checks of the premises ensure that potential hazards are minimised. The childminder conducts and records a thorough risk assessment of the premises, equipment and outings. Robust vetting procedures are in place to ensure that adults in the household are suitable to be in contact with the children, visitors are monitored and children

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the early years provision

receive excellent supervision at all times.

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the early years provision

The childminder evidences a strong commitment to her childminding provision. Systems for self-evaluation are effective with the childminder being able to identify her strengths and weaknesses well. She is passionate about the children in her care and gains feedback from parents, her local authority, and other childminders to give her an optimal view of the service she provides. The childminder demonstrates a strong commitment to improving her provision. She is committed to improving her childcare practice by attending regular training. She has successfully completed the recommendations from the last inspection, for example, all records are accurately maintained. This improves outcomes for children's well- being and safety and the overall organisation within the setting. A welcoming environment is created, children are able to play, rest and eat in comfortable surroundings. Equality and diversity are effectively promoted. For example, all

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the early years provision

children are encouraged to try out the full range of available activities and play equipment. The childminder has written policies and procedures in place relating to equality and diversity and caring for children with special educational needs and/or disabilities. The indoor and outdoor environments are well resourced. All children have easy access to a range of good quality toys and resources. This encourages them to make choices and contributes to helping them make progress in relation to their starting points.

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the early years provision

Children settle with ease and feel very secure because the childminder dedicates time to get to know them and their parents. Introductory visits are organised at the child's pace to help them settle into their new environment and gain a sense of belonging. Parents receive copies of all relevant information about the childminding service, including all policies and procedures which inform the childminder's practice. Children benefit enormously from the warm and friendly relationships that are established between the parents and the childminder. The daily exchange of information, both verbally and written ensures that children's ever changing needs are consistently supported. Parents are kept up-to-date with their child's progress verbally. However, although parent's can access children's developmental records, they are not as yet, actively encouraged to contribute to the individual 'Learning Journeys' which record children's progress. Parents comment extremely positively

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the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 on the service they receive. They are impressed with 'the home from home environment with a vibrant inclusive atmosphere' and feel that their ‘childcare is of a high quality' and parents' 'trust her 100% with the care of their child' .The childminder is aware of the importance of building links with others who may be involved with each child, such as schools and playgroups, but has not yet developed strong relationships to ensure the best continuity of care and learning including sharing learning and development records.

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and outcomes for children

Children are well cared for and have lots of fun with the childminder. They interact confidently with the childminder and make independent choices about what they want to do. They have formed very warm relationships with each other, and openly display physical affection towards each other as they snuggle together with blankets to watch the 'Gruffalo' on television, and share much laughter. They show an interest in what others are doing and are keen to share their own achievements such as their collage pictures of dinosaurs. The childminder plans key activities for the children regularly but mostly follows their interests and takes her lead from them as to what they want to play with. For example, children are currently interested in dinosaurs and she has provided children with colourful reference books relating to dinosaurs and various artefacts and models. She is skilled at challenging and extending children's learning by questioning them appropriately,

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and outcomes for children

for example, when she talks about the size of dinosaur bones. Children are making good progress in their learning and development. The childminder gathers a good level of information from parents from the start to ascertain what they can already do. Observations of each child's achievements, through photographs and written notes, are gathered in a special book which forms the basis of assessments and future plans. However, the childminder is not yet linking what each child can do closely enough to the early learning goals to plan effectively for all of their next learning steps.

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and outcomes for children

Planned activities and outings provide wider experiences for children; they become familiar with the local environment through regular outings to facilities such as shops and parks and enjoy rhyme and rhythm sessions at the local library. They begin to learn about the wider world by accessing toys and books which portray positive images of differences. Children celebrate various festivals such as Hanukah and Divali to raise their awareness of different cultures and religions. Children are constantly stimulated due to the childminder’s active engagement with them as they play. Her effective organisation of daily routines ensures that they access a wide variety activities each day which help promote all areas of their learning and development. Children's communication, language and literacy skills are very well developed. For example, they regularly look at books both independently and with the childminder and listen to their favourite stories. This

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and outcomes for children

supports children's understanding that print carries meaning. Cooking activities help the children to understand about weighing and measuring. School age children enjoy making healthy burgers, pizza and fruit 'smoothies'. Children are encouraged by the childminder to think about how they can make 'bridges' when putting the road track together which promotes their early problem solving skills This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and learn about mathematical concepts such as 'up', 'down' and 'in the middle'. Children gain knowledge and understanding of the world they live in and have fun planting seeds and flowers in the garden and arranging the pots.

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and outcomes for children

Very good practices ensure that children’s good health is well promoted. High standards of cleanliness are maintained in the home and the childminder consistently reminds children to wash their hands before meals and after activities. A clear policy regarding the attendance and care of children who are unwell also helps to minimise the risk of the spread of infection. Daily routines are well used to ensure that children enjoy regular fresh air and exercise, including the daily walk to school, regular walks around the local environment and visits to the park. Children also love to dance and move to their favourite music and have great fun pretending to 'moon-walk'. The childminder actively promotes healthy eating through the provision of healthy, balanced home-cooked meals and a wide selection of fresh fruits at snack times. Meals take account of specific dietary requirements and the childminder demonstrates a clear understanding of children’s

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and outcomes for children

individual medical needs and how to respond to these. Children are cared for in a safe and secure setting. The childminder monitors the condition of the toys and environment on an ongoing basis to ensure that it remains safe and suitable for their use and provides high levels of supervision. Through discussion and safe practices they begin to learn about possible dangers and how to keep themselves safe. For example, on the walk to school, they keep within the childminders eye contact along the busy roads, and learn to continually look for traffic as they use the pedestrian crossing. The childminder values each child. She knows them well; creating many opportunities for them to share their information about their background and personal experiences and showing an avid interest. She responds sensitively to young children’s swiftly changing needs, for example after a busy morning at pre-school they enjoy 'quiet times' and listening to stories. They

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and outcomes for children

therefore develop a strong sense of security and belonging in her care and are happy and settled. They are well behaved because the childminder offers high levels of attention and averts unwanted behaviour. By following the very good example she sets, they learn good manners and to understand how to share and care for each other. 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 3 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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