Childminder in Doncaster

Inspection report for early years provision

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Unique reference number EY402619 Inspection date 14/06/2010 Inspector June Rice

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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 2009. He works with his partner, also a registered childminder from her home, where she lives with her three teenage children. The home is situated close to schools, shops, parks and public transport links in the Hatfield area of Doncaster. The childminder uses the ground floor kitchen, two reception rooms, playroom, bathroom and first floor master bedroom for childminding purposes. There is a fully enclosed garden for outside play. The family has a dog as a pet.

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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. When working with another childminder or assistant they are registered to care for a maximum of 12 children under eight years at any one time, of whom no more than six may be in the early years age range. Both childminders have equal responsibility for the childminding practice. He 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. They are currently minding 20 children in this age group.

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Description of the childminding

The childminder takes and collects children from local schools and nursery and attends several toddler groups and childminder support groups on a regular basis. He 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

The childminder demonstrates a very positive attitude towards continued improvement and continues to attend appropriate training. He has completed a self-evaluation of his provision and this has enabled him to successfully identify where his practice is strong, and areas he believes need further improvement. Most documentation is in place. However, there are no risk assessments for individual outings. This is a breach of requirements. Space is used very effectively and promotes children’s growing independence. The childminder has established sound working relationships with parents and other early years providers, giving priority to the children's welfare, learning, and enjoyment. This ensures children continue to make excellent progress in an environment in which they feel safe and secure.

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further?

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

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further?

 Carry out a risk assessment for each type of outing and review it before embarking on each specific outing (Safeguarding and welfare) 14/06/2010 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 To further improve the early years provision the registered person should:

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further?

 ensure policies are updated following reviews.

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the early years provision

The childminder works in partnership with parents and others to safeguard children. He demonstrates a good understanding of child protection and the procedures to follow. Risk assessments are in place and are on the whole, effectively implemented. They identify possible hazards and action taken to reduce the risk in the indoor and outdoor environment. However, the policy for using the large trampoline recently reviewed following an accident, has not been updated. The childminder has attended appropriate training since his registration which include; musical instruments from junk, first aid and safeguarding children. The childminder has successfully carried out a self-evaluation of his provision which illustrates that he has a good understanding of his strengths and he has identified areas that he aims to improve. For example, his own professional development and the replacement of large outdoor play equipment.

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the early years provision

Records of children’s achievements are supported by very good evidence which include children’s work, photographs and written observations. These are soundly linked to the Early Years Foundation Stage, identify children’s individual learning goals and clearly influence short and medium term planning which is also developed around children’s interests. The childminder has developed sound links with parents and other early years providers. They work closely together and share information that helps to complement the care and learning provided for children. The childminder provides parents with information that ensures they know how his provision works, and the progress their children are making. For example, they have meetings to discuss children’s progress, a daily diary is provided as a tool to share information both ways and progress files are kept up-to-date. They are also provided clear information about the Early Years Foundation Stage, the six areas of

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the early years provision

learning and how this links into their children’s learning.

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and outcomes for children

Children are learning about keeping safe through their daily routine, activities and discussion. They are included in emergency evacuation practise and learn about road safety. They talk about stranger danger, saying no to cuddles and are kept informed about expected visitors. Children’s good health and well-being is successfully promoted through visual aids and role play that promote exercise and healthy food choices. For example, children plant and care for plants, strawberries and tomatoes. They benefit from daily exercise and fresh air regardless of the weather and are fully aware of good hygiene practices. They explain they wash their hands to get rid of the germs, and use paper towels which help reduce the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 risk of cross-infection. Children are fully included at snack time. They choose what they want to eat and help to prepare snacks. Children are very well behaved, polite

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and outcomes for children

and courteous. They use polite language, are learning to share and take turns, and show concern for their friends. The children make healthy choices about what they eat and drink and are eager to help prepare snacks. They choose strawberries and kiwi to slice and milk to drink. They learn about good hygiene practices. For example, they wash their hands after using the toilet, before meals and after messy activities, and they brush their teeth after lunch. They use paper towels, liquid soap and hot air hand dryers which help to reduce the risk of cross-infection.

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and outcomes for children

The environment is very conducive to children learning through play. It encourages children to follow their own interests whilst providing alternatives through a wide range of resources and activities they find interesting and motivating. The children are able to independently select resources which are stored in boxes with a photograph and written label which aids children’s choice. The indoor environment is label rich and encourages children’s interest in letters, numbers, shapes and colours through a wide range of visual prompts and activities. Children learn about their wider environment through the very effective use and combination of the outdoor environment and regular outings to parks, play centres and group settings. The childminder has robust systems in place to help him identify what children can do on entry and he maintains a very good record of children’s progress which identifies their capabilities, what they are learning and plans for

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and outcomes for children

their next steps. Children are helped to develop skills that will contribute to their future economic well-being. They are encouraged to be active learners, be creative and to think, which helps them continue to achieve. The childminder has a very good understanding of how children learn, and is knowledgeable about the abilities of the children he cares for. This enables him to provide appropriate challenges that give children confidence in their abilities and helps them to succeed. He quickly picks up on children’s interests, encourages their imagination and uses open ended questions that help to make children think.

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and outcomes for children

The children enjoy craft activities, they learn to use different tools and experiment with paint mixing. The activity is linked into the present theme of caterpillars and butterflies. They paint a butterfly and use colours pink, yellow and blue. They prefer not to use single colours and explain they are making green from blue and yellow, and mix orange and yellow, red and white together. Some children use brushes confidently, and others grasp the brush at the top and dab the paint onto the paper. They get paint on their fingers and use it to make marks on the butterfly and talk about the pattern they are making. They use hand prints to make another picture and are encouraged to count their fingers. Children count confidently up to twelve. Children are encouraged to talk about past activities and recall making a snowman and igloo. They talk about crawling inside the igloo and about it melting. Children are happy to play on their own at times, they select

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and outcomes for children

numerous vehicles to play with, line them up neatly and link them together, when the childminder offers them a road mat they smile and say ‘thank you.’ Children are provided many opportunities to take part in physical play using gym equipment to help them learn to control their bodies. For example, they learn to balance, take part in ball games, use sit and ride equipment and enjoy dancing games. They enjoy the freedom of the garden are observed to use outdoor equipment safely and confidently. They climb steps to the slide and with help sit on their bottom and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 slide down. They use their body well in restricted space as they crawl through a tunnel, use swings and a range of different climbing frames. The children use chunky chalk to draw and make marks on chalkboards fixed onto fencing, they plant and care for sunflowers, tomatoes and strawberries. They point out their

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and outcomes for children

sunflower and stand next to it to see if it is as tall as them. As children ride bikes and cars, they are encouraged to recognise stop signs. They talk about walking to school and how they stop and look for traffic. The children learn about different festivals and are encouraged to learn about diversity through the provision of resources that prompt children to ask questions. For example, small world people depict different physical disabilities, and posters and books used throughout the setting show people from around the world. The children learn words from the Welsh and Greek language, dress up in clothes from different cultures and paint tiger faces to celebrate Chinese New Year. 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 1 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 1 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 1

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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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