Childminder in Derby

Inspection report for early years provision

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Unique reference number 206020 Inspection date 08/07/2010 Inspector Elaine Poulton

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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 2000 and lives in Derby. She works closely with another registered childminder in the area. All of the property including the bathroom on the first floor is used for childminding purposes. There is a fully enclosed garden for outside play. There are local amenities including a shopping centre and parks within walking distance.

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Description of the childminding

The childminder is registered to care for a maximum of six children at any one time and is currently minding three children in the early years age range on a part- time basis. She also minds six children who are over five years of age before and after school and during the school holidays. She is registered by Ofsted on the Early Years Register and the compulsory part and voluntary part of the Childcare Register.

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Description of the childminding

She walks to local schools to take and collect children. The setting has systems in place to support children with special educational needs and/or disabilities.

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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 making good progress in most areas of their learning and development and outstanding progress in other areas because the childminder is skilled in recognising their interests and nurturing their individuality. She is well organised, with clear policies, procedures and permissions in place to ensure her provision is inclusive and that children are generally kept safe. She has strong systems in place to work effectively with parents to secure knowledge of children and their individual routines and needs. Partnerships with others who deliver the Early Years Foundation Stage work effectively in promoting continuity of care, learning and development. There is a sound self-evaluation system to monitor her practice and to support continual improvement.

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further?

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

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further?

 take necessary steps to safeguard and promote children's welfare by obtaining necessary information from parents in advance of a child being admitted to the provision about who has legal contact and who has parental responsibility for the child (Safeguarding and promoting children's welfare) (also applies to both parts of the Childcare Register). 23/07/2010

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further?

To further improve the early years provision the registered person should: This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  develop further the systems to monitor and evaluate practice to provide a sound basis to securing better outcomes for children in all six areas of learning and development  make better use of the existing risk assessment process to minimise hazards, with particular reference to the glass window panes in the summer house.

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the early years provision

Children are safeguarded because the childminder has a sound knowledge of child protection issues. She understands her role in safeguarding children and the Local Safeguarding Children Board guidelines she must follow if she were to have a child protection concern about a child in her care. She knows of her responsibility to ensure that all people in her home or those having access to the children are appropriately vetted. She carries out a risk assessment on the premises, indoor and outdoors and for outings. However, this system does not identify all hazards posed to children. For example, the glass window panes in the summer house have not been assessed. This has the potential to compromise children's safety. She holds a current first aid certificate and carries out regular emergency evacuation procedures with the children. These safety measures help children to feel safe in the setting.

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the early years provision

There are strong partnerships with parents and systems are in place to maintain the flow of communication with regards to children's learning, development and welfare. The childminder's practice is underpinned by clear written policies, procedures and permissions which are shared with parents. This has a positive impact on children’s care and general welfare. However, necessary information has not been obtained regarding who has parental responsibility and who has legal contact with the child. This fails to meet a safeguarding requirement. Parents receive daily updates detailing their children's routines and activities. The childminder has developed sound relationships with others involved in the delivery of the Early Years Foundation Stage. For example, via the local nursery school she introduces children to the setting and staff so that they are 'never fearful of school'. This enables children to enjoy a smooth transition from one learning

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the early years provision

The childminder helps to develop children's understanding of keeping themselves safe through a good range of activities and discussions. She talks to them and explains the reasons for keeping safe in different situations, such as, when they are walking to school. She prompts children to pick up toys and to pop them into the containers before getting more toys out or before going outside to play. This helps children to confidently and safely negotiate their way around the play environment.

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the early years provision

She has good systems to evaluate her service and uses a written self-evaluation document to record most of her strengths and areas for improvement. The childminder has attended various training courses including 'Developing positive relationships' and states that she is also 'always learning'. She is open to feedback This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and motivated to improving her practice to benefit children's all round learning and development. This demonstrates a positive view of continual improvement.

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and outcomes for children

Children are settled, happy and relish the individual time and attention they receive from the childminder. She has a good system in place to observe and assess children's learning and development based on the Early Years Foundation Stage. However, the system does not yet identify how the children are helped to make progress in all six areas of learning. She has a good awareness of how children learn and she supports active learning through a good range of adult-led and free- choice play opportunities. She achieves this through offering a well-organised learning environment that supports enjoying and achieving and adopting healthy lifestyles exceptionally well.

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and outcomes for children

Children enjoy close relationships with the childminder and each other. Babies are supported well by the childminder. They respond to her by smiling and attempting to 'grab and grasp' toys when they are offered to them. They enjoy the cuddles, hugs and one-to-one attention they receive from her. There is a very good selection of well-maintained sensory resources and equipment available to them in the learning environment. The childminder supports younger children’s communication and language development by introducing and repeating vocabulary, numbers, colours and shapes to children during their play. Younger children happily join in counting a row of trains they have lined up. They put names to objects and are eagerly inform her what toys do, when they are of interest to them, such as, 'tip' when showing what the small truck does. They listen to her and concentrate well when putting jigsaws together with appropriate

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and outcomes for children

support. For example, she helps them position the pieces by verbally prompting them to 'turn it around and again'. They identify and name 'animals and their babies' and make the corresponding animal sounds. Children explore a good range of small world resources and have use of a computer to help develop their skills for the future. Regular trips and outings on the train, bus and car help children to gain a understanding of the local community and the wider world. This reinforces their learning in a relaxed way.

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and outcomes for children

All children are included and valued. They have good opportunities to learn about themselves and others through a mix of adult-led and child-initiated activities and a good range of resources available to them which reflect diversity. For example, posters, games, pictures, maps and wall displays in the playroom are used in a positive way to promote equality. For example, children are able to ask questions about peoples differences and similarities and the childminder takes time to explain. They are positively praised and told 'good boy/girl' when they help with small tasks. For example, younger children are encouraged and praised when they 'put the lids on the sandwiches' they have helped to make. She has high expectations of children’s behaviour and encourages them to play cooperatively. For example, older children are encouraged to take 'time-limited' turns on popular resources, such as, the computer. This enables all children to be treated fairly and

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and outcomes for children

to respect the needs of others. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder is committed in ensuring children learn to lead a healthy lifestyle. They benefit from daily walks and regular trips to the park and various play sessions where they participate in activities to develop their fine and large physical skills. Toys, games and resources are clean, safe and maintained to a high standard. Babies have good opportunities to be active and rest or sleep according to their individual needs as their routines closely mirror those of home. There is a nappy change procedure in place that supports children's good health. The children use paper towels to wipe their hands after using the bathroom and dispose of them in the bin. These good hygiene practices also help to minimise the risk of cross-infection in this setting. The childminder is a very good role model to

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and outcomes for children

the children as they see her consistently demonstrating good hygiene routines. For example, washing her own hands before preparing snacks. Children enjoy a healthy, varied menu with plenty of freshly prepared foods and regular drinks throughout the day. Older children like to plan their own evening meal and make concoctions, such as, baked bean pie, which consists of baked beans, mashed potato and cheese. At snack time children are offered a varied range of fruit, such as, strawberries, apple and grapes. This means they are gaining a very good understanding of leading a healthy lifestyle and are learning about the benefits of taking part in regular exercise. 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 1 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 1 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: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Arrangements for Safeguarding Children). 23/07/2010

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Arrangements for Safeguarding Children). 23/07/2010

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