Childminder in Cornwall

Inspection report for early years provision

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Unique reference number EY235588 Inspection date 21/04/2010 Inspector Julie Wright

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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 has been registered since 2002. She lives with her partner and two children aged 15 years and one year, in St Stephen, near St. Austell. The rooms used for childminding include the whole of the ground floor, plus two bedrooms and a bathroom on the lower floor. Enclosed outdoor play areas are accessible from both levels. The house is within walking distance of schools, a pre- school and toddler groups. The family have three dogs.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register, to care for a maximum of five children aged under eight years, two of whom may be in the early years age group. There are currently seven children on roll, two of whom are in the early years age range. The childminder is a member of the National Childminding Association.

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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 very well cared for in a safe, secure and welcoming premises. The childminder has a good knowledge of the Early Years Foundation Stage framework and children’s development. She effectively meets the welfare and learning and development requirements, which ensures that children are safe and happy in her care. The childminder promotes positive working relationships with parents, carers and other’s, in the interest of each child’s welfare. The procedures to monitor and evaluate the effectiveness of the provision identify key strengths and areas to improve further. The childminder demonstrates a clear commitment to continuous development through ongoing training. She has recently started an NVQ level 3 course in childcare.

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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  provide opportunities for parents to contribute towards their child's records of development.

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the early years provision

The childminder is conscientious in her assessments of risk to children, making frequent visual checks and ensuring safety at all times. Written records are maintained to identify and minimise potential hazards on the premises. The childminder has appropriate safety seats and restraints in the car and carries emergency contact details with her. However, the written risk assessment does not This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 include details for outings and trips. Fire evacuation procedures are clearly displayed and the drill is practised with children. The childminder ensures that her knowledge and awareness of Local Safeguarding Children Board procedures is up to date. She has suitable policies in place in respect of safeguarding children’s welfare, which are shared with parents. Records and documentation are efficiently maintained, which contribute towards consistent and safe care for children.

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the early years provision

The childminder is highly effective in her organisation of space and time to meet individual children’s needs. The well planned activities and consistent routines ensure that children learn through play and feel secure. Toys and resources are well maintained, accessible and clearly labelled with signs and pictures. This helps children to make independent choices and contributes to inclusive play. The toy library is also used to provide additional resources and extend children’s interests. Children are comfortable in the home and move around with confidence. They particularly enjoy the frequent outdoor play sessions, in which the childminder provides an extension of the indoor learning opportunities. The play room is a welcoming and stimulating environment for children, whilst the lounge is used as a quiet and relaxing area. The arrangements made for meals and snack securely meet children’s individual dietary requirements. The childminder successfully

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the early years provision

promotes children’s understanding of healthy eating and good hygiene routines. Positive behaviour management strategies ensure that children develop confidence, self-esteem and respect.

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the early years provision

The childminder is developing clear systems to observe, assess and plan for children’s individual progress. She plans a wide range of activities and topics to promote all areas of children’s development. Regular discussions with parents ensure that they are well informed about children’s welfare and progress. The records of development are shown to parents, although they do not actively contribute to these. The childminder seeks the views of parents and children as part of her self-assessment procedure. They provide highly positive feedback on all aspects of the care given. Information for parents is readily available on the notice board and in the comprehensive policy file. Good communication systems are in place for children who attend more than one setting. This contributes to effective support through complementary and consistent care arrangements.

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and outcomes for children

Children have a lovely time and enjoy themselves in the care of the childminder. They form secure relationships, learning to share and to consider others. Children behave very well, are polite and show a good understanding of what is expected of them. They listen attentively to the childminder’s explanations, such as how to use the slide properly and that the coffee cup is hot. This effectively contributes to their understanding of being careful and keeping safe. Children are familiar with the routines and age-appropriate boundaries. For example, they know that they must stay near to the childminder on outings and walk together. On the beach they wear the same bright coloured hats, so that they can easily be seen and see their own group. The childminder provides additional resources to promote children's interest or link with a theme. For example, she borrows special This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

equipment from the local fire station in respect of safety.

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and outcomes for children

The childminder supports children very well in their activities. She has a very good awareness of their individual needs and abilities, gently extending and challenging their learning through play. Children express their preferences with confidence, for instance, when asking to play outside. They select toys and equipment in the play room and engross themselves in activities. Children readily ask for help when they use the construction materials. The childminder responds promptly and ensures a good balance of child-led investigative play. She creates a pleasant, stimulating environment for children. For example, a bubble machine is placed in the kitchen as additional interest to children at snack time. Children choose pieces of fresh fruit and learn about foods and where they come from in. They plant seeds and discover how salad and vegetables grow. The childminder encourages children to develop physical coordination and independent skills. For instance, they try to

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and outcomes for children

spread butter and help to make a sandwich at lunchtime.

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and outcomes for children

Each activity and routine provides a fun learning opportunity for children, and they make consistently good progress in their development. For example, they develop competence in their personal care, such as using their individual hand towels and cleaning their teeth. Children benefit from regular fresh air and exercise opportunities, happily playing outside as often as possible. They use resources in the sand and water trays for pouring and measuring. Mathematical language is incorporated into general play, for instance, to sort colours, shapes and make comparisons. Children show an understanding of everyday technology, for example, they pretend to take pictures with a toy camera. Older children may use the computer for homework and then print their pages. Children enjoy playing with dolls, which they undress and dress, developing hand to eye coordination as they use different fastenings. This activity also prompts them to name limbs and facial

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and outcomes for children

Children take part in varied creative activities, which also promote early literacy skills. For example, they make marks with chalks and draw finger patterns in the sand. Children are also involved in their personal records of development, decorating the front cover with creative pictures. They make hand-prints, which are then used to prompt name recognition and self-registration when children arrive. Children develop good communication skills, listen carefully and making good progress in their language development. They use simple Makaton signs, such as to say 'please' and 'thank you'. This contributes to effective support for young children and promotes inclusion. Children begin to understand about similarities and difference in people and places. They become familiar with the local environment and significant people who might help them. 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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