Childminder in Worcestershire

Inspection report for early years provision

p.1

Unique reference number EY374918 Inspection date 03/02/2010 Inspector Rachel Wyatt

p.1

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.

p.1

Royal Exchange Buildings St Ann's Square Manchester M2 7LA

p.2

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2008. She lives with her four children aged 15, 14, 12 and three years old, in Droitwich, Worcestershire. The whole of the ground floor of the childminder’s house is used for childminding. There are toilet facilities available on the ground floor and a fully enclosed garden for outside play.

p.4

Description of the childminding

The childminder is registered on the Early Years Register. She is registered to care for a maximum of three children under eight years at any one time, of whom no more than two may be in the early years age range. She is currently minding four 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 part of the Childcare Register.

p.4

Description of the childminding

The childminder takes children to and from local schools and nurseries, and attends local toddler groups. She is a member of the National Childminding Association.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The childminder recognise the uniqueness of each child and successfully meets their individual needs and promotes their interests. She has sound procedures which ensure children make good progress in all aspects of their learning and development, and that they thrive, are kept safe and are fully safeguarded. The childminder shows an enthusiasm and generally sound ability to identify and address areas for improvement. In particular, she consistently focuses on her own development and good practice which ensures she has the knowledge and skills to implement and maintain changes. As a result children and families access good quality childminding which takes account of their needs.

p.4

further?

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

p.4

further?

 improve assessment and planning to ensure consistency in recording observations and completing assessments, in order to better inform planning for each child and to keep parents up-to-date about their child's progress  improve the organisation of the setting; further develop the use of self- evaluation to identify and to support areas for improvement in all areas of the Early Years Foundation Stage. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

Children are fully safeguarded. The childminder has developed her knowledge of safeguarding procedures by attending training and ensuring she has relevant local and national guidance to hand. She understands her role to protect children from harm and to take prompt action if she has any concerns regarding their welfare. The childminder ensures parents understand her safeguarding role and her procedures. Children's welfare is further supported as the childminder ensures she maintains her suitability and keeps up-to-date through training and research. She informs Ofsted about students on placement and ensures their Criminal Records Bureau checks are completed. All required information and agreements are obtained regarding children and their families.

p.5

the early years provision

The outcomes for children are improved as the childminder is enthusiastic about her role and is clearly committed to developing her knowledge and skills through training and research so she has the ability to sustain improvements. She confidently seeks and acts on advice from early years advisors and colleagues, for example, to enrich children's learning experiences and to address previous inspection actions and recommendations such as those relating to safety. The childminder has completed the Ofsted self-evaluation but is not using it fully to assess her standard of practice in order to help her identify priorities for further improvement.

p.5

the early years provision

Children feel a sense of belonging as the childminder creates a comfortable welcoming environment and ensures their ideas and interests are reflected in activities and resources. She is well-organised so she is able to give each child individual attention, sessions run smoothly and routines are well-managed. The childminder is confident to work with parents and other agencies to give good support to children with special educational needs and/or disabilities. She has effective links with other settings children attend so they have continuity of care and education. Parents and carers appreciate the quality of her childminding and they are well informed about the childminder's suitability, training and how she operates. She gives new parents a welcome pack and has a comprehensive portfolio of information, including her written policies, for them to look at. Parents and carers are able to express their views about their children's care and

p.5

the early years provision

education, such as helping the childminder to identify children's starting points and interests. Through informal exchanges and, in some cases written feedback, parents are aware of how their child is progressing and the childminder makes some suggestions about activities they may wish to follow up at home.

p.5

and outcomes for children

Children enjoy learning and make good progress. The childminder creates a fun, purposeful atmosphere so children remain involved and interested. She interacts well with them and her effective questions and conversations foster children's concentration and enhances their understanding. The childminder readily adapts This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 her approaches to cater for children's differing abilities and ages. For example, during a collage activity the childminder recognises that young children are more interested in investigating the textures of the materials and glue rather than creating an end product. Whilst they explore she chats to them, encouraging their recognition of different colours and counting. From discussions with parents and her child observations the childminder develops a good understanding of each child's characteristics, interests and overall abilities. Since the last inspection she

p.5

and outcomes for children

has improved her assessment procedures, using the local early years profile document to help her monitor children's progress across all areas of learning. However, there are some inconsistencies in completing assessments, which mean the childminder does not have a full overview of every child's progress and learning priorities at any given time to share with parents and to help her planning. In other respects she organises worthwhile, well-resourced activities and experiences for children and their learning and play is enriched by the ideas she includes from her training and research. Attendance at toddler activities and other outings, extend children's learning, for instance giving them additional physical challenges because they use different apparatus, and fostering their confidence and social skills as they meet and play with other children.

p.6

and outcomes for children

Children develop good skills for the future. They are eager to learn and soon settle to activities. They confidently decide what they want to play with during free play times, helping themselves to books and toys. Their independence is fostered during snack and meal times, and personal care and hygiene routines. For example, they help to tidy up and to arrange child-size furniture as the childminder organises a craft activity and later their lunches. Children get on well, playing harmoniously, and they are encouraged to show respect for each other's differing abilities and backgrounds. Children develop an appreciation of the wider community as they learn about aspects of different celebrations, take part in discussions, and enjoy hearing stories and looking at books reflecting positive images of diversity. The childminder also encourages their care for their environment, for instance by helping her with recycling.

p.6

and outcomes for children

Children become articulate speakers and the childminder is confident to use visual prompts to promote the communication skills of those who lack clarity or who speak English as an additional language. Children enjoy and listen attentively to well-told stories from the childminder's good selection of books. They think critically, confidently using numbers for counting and simple problem solving, and they compare and match items according to type, colour, shape and size. Children are interested in how things work, change and react. For example, toddlers are captivated as the childminder blows bubbles, counting them and shouting 'pop' as they burst. They like to experiment with sand, water, dough and other malleable materials, and enthusiastically take part in cooking. Children are creative and imaginative, engaging in sustained role play and expressing their ideas through their paintings, drawings and craft work.

p.6

and outcomes for children

Children's welfare is promoted well. The childminder is well informed about their care, health, dietary and cultural needs and ensures these are fully met. Children have prompt appropriate treatment if they have an accident, become unwell or need medication and the risks of cross-infection are minimised. The childminder keeps clear records of any accidents and medication, keeping parents fully This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 informed. From a young age, children learn about the importance of a healthy lifestyle. They adopt good hygiene practices and know why it is important to wash their hands properly. They make healthy choices about what to eat and drink during nourishing snack and meal times, and take part in regular outdoor play and physical exercise when they confidently balance, climb and move in different ways. Children are kept safe as the premises are secure and free from hazards. They are

p.6

and outcomes for children

well-supervised, and robust risk assessments and safety checks are now used to effectively monitor their overall safety on the premises and on outings, with prompt action taken to reduce risks. It is clear children feel emotionally secure and have positive relationships with the childminder. She is reassuring and ensures children have opportunities to talk about their feelings. They also learn how to behave in ways that are safe for themselves and others, for instance, discussing and following road safety rules or talking about fire safety during a recent visit from the fire service. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

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

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.8

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

p.8

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

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.9