Childminder in Cumbria

Inspection report for early years provision

p.1

Unique reference number EY401328 Inspection date 26/05/2010 Inspector Daphne Prescott

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 2009. She lives with her partner in Shoreham- by-Sea, West Sussex. The whole of the ground floor is used for childminding, with the exception of the utility room. There is a fully enclosed rear garden available for outdoor play. The childminder has two cats as family pets.

p.4

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. There are currently 11 children on roll, eight of whom are in the early years age group. Children attend at different times of the week. The childminder also offers care to children aged over five years to 11 years. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

p.4

Description of the childminding

The childminder walks to local schools to take and collect children. She also attends parent and toddler groups. She is a member of the National Childminding Association and holds an NVQ at Level 3 in Early Years Care and Education.

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 provides an inclusive and welcoming environment in which children are happy, confident and well cared for by this childminder. She skilfully plans and provides lovely play opportunities for the children and positively extends their learning and development through effective questioning. There are successful partnerships with parents and other providers, which ensure that children receive good quality and consistent care and education. Generally all of the required documentation is in place. The childminder is committed to providing good quality care and learning opportunities for children. She evaluates her practice and is able to identify suitable areas for future development to support continuous improvement.

p.4

further?

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

p.4

further?

 review the record of risk assessment to include assessments of risks for all outings undertaken by the children and obtain written parental permission for children to take part in outings  extend opportunities for children to develop skills using information and communication technology. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

The childminder has a good understanding of how to safeguard children. Their safety is promoted as risk assessments for the premises identify possible hazards and ensure children have the freedom to explore and develop skills within a safe and secure environment. The childminder takes children out and about in the local community. She maintains risk assessment for outings, although these do not detail the different types of outings she undertakes with the children. This does not affect children's safety because the childminder is extremely observant to their safety. For instance, she visually carries out risk assessments while out to identify and minimise obvious safety hazards on all outings. Parents are fully aware that their children take part in outings but the childminder has not obtained from them their written permission. The childminder ensures she has up-to-date contact numbers in the event a child has an accident or becomes ill while at the setting,

p.5

the early years provision

with good quality policies that further underpin her practice. She has good knowledge and understanding of safeguarding issues. The safeguarding policy reflects her awareness of what she is required to do to protect children from harm.

p.5

the early years provision

The childminder creates a fully inclusive environment in which every child is valued as a unique individual. She encourages all children to participate, while adapting practice in order to challenge and stimulate their development. The childminder's home is attractively set up to entice children to play. All resources and equipment are very well organised and she makes good use of the available space in her home. The childminder provides a wide selection of suitable age-related resources to support children's progress. She also uses the toy and book library facilities and loan resources which offer children further stimulation and challenge. The childminder considers the sustainability of the earth's resources in her practice and raises children's understanding of the careful use of these materials. For example, children develop their knowledge of recycling as the childminder talks to them about the different materials that can be recycled. They enthusiastically respond to

p.5

the early years provision

this as they tell the childminder the materials that they recycle at home. The childminder also makes good use of recycled items, for example, providing egg boxes for children to incorporate in their creative play.

p.5

the early years provision

The childminder establishes caring and supportive working relationships with parents. Each parent receives a welcome pack with clear written policies and procedures professionally presented to share with parents so that they know about the childminding service. All children's personal details are gathered from parents before they begin a placement and she is sensitive to their individual needs when settling them in her home. The childminder maintains a detailed daily diary for the younger children where she carefully records day-to-day welfare matters and children's activities, which are shared with parents. Furthermore, two-way communication with parents keeps the childminder informed about what children are doing at home and their emerging interests and development. The childminder establishes good links with others who deliver the Early Years Foundation Stage to the children she minds to support children's continuity and progression. She fully

p.5

the early years provision

understands her responsibilities to work with parents and other agencies to meet the needs of children with special educational needs and/or disabilities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder has systems for self-evaluation which accurately reflect improvements that will have a positive impact on outcomes for children. For example, she is keen to enhance resources to help children with skills for future development, as at present they have limited access to information and communication technology equipment.

p.5

and outcomes for children

The childminder takes great pride in her work and thoroughly enjoys her time with the children. The children develop a strong sense of belonging in the childminder's home, where they enjoy a warm and supportive relationship with the childminder. They enjoy cuddles with the childminder; they laugh together and look to her for encouragement, reflecting that they feel safe and comfortable with her. Children are well-behaved and they learn to be responsible for the consequences of their actions. The childminder offers the children praise and encouragement to help them to achieve and become curious learners. Displaying children's art work also shows children that the childminder values their contributions and this boosts their self-esteem.

p.6

and outcomes for children

All children are making good progress within the six areas of learning. The childminder is regularly observing children's development and identifying their next steps for learning in their individual learning journals. She has a good awareness and understanding of the children's individual interests and learning needs and plans a stimulating variety of experiences. Children are therefore introduced to positive learning experiences, which help to prepare them for their future learning. Furthermore, the childminder's involvement in the children's play enhances their enjoyment and learning. She is skilled at questioning and extending children's learning; for example, children are inquisitive and have a great time mixing corn flour and water together to make gloop. The childminder encourages the children to use descriptive words to describe the texture of gloop as they put their fingers into it. She positively responds to the children’s communication and lively

p.6

and outcomes for children

conversation flows. This effectively promotes children’s communication and language skills. Many words and letters are also displayed so children begin to understand that print carries meaning and this is reinforced by children reading stories and books while developing an awareness of print in different forms. Children develop an awareness of number as the childminder encourages them to count the number of seeds when planting beans in the garden; they also learn about caring for plants. They enjoy a range of sensory and exploratory experiences, such as playing with gloop, sand and water. Children confidently change the direction of their play and express their own ideas. For example, while playing with the gloop they introduce small world resources. Outdoor activities, both home based and planned outings, are considered to be valuable learning experiences for the children. For example, on the beach their mark-making skills

p.6

and outcomes for children

are developing well as they use their fingers to make patterns and write their name in the sand. Children have lovely opportunities to use a range of differing materials to create their own pictures and collages. They learn to value differences and diversity through the childminder ensuring everyone learns to value each other This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 as an individual and for them to view differences and diversity in a positive manner.

p.6

and outcomes for children

Children's good health is promoted. This is achieved through the provision of nutritious home-cooked organic meals and snacks and through good levels of hygiene throughout the home. The childminder also talks to children about the importance of washing their hands. Additionally, the children have good opportunities to be physically active and to enjoy the fresh air during outdoor play. Regular trips to the park ensure children have plenty of opportunities to access more challenging experiences that refine their large muscle skills as they climb and slide on large apparatus. Drinks are freely available throughout the day, keeping children's bodies healthy and hydrated. The childminder is proactive in teaching children about a range of safety aspects, such as how to keep themselves safe when crossing the roads. During play children ask the childminder questions about cleaning products. She skilfully uses these opportunities to reinforce safety issues

p.7

and outcomes for children

and they revisit the story book about keeping safe in the home. Regular fire drill practices further contribute to children developing an awareness of how to keep themselves safe. 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

Annex B: the Childcare Register

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

p.9