Childminder in Derbyshire

Inspection report for early years provision

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Unique reference number 207647 Inspection date 22/06/2010 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 1995. She lives with her husband and two children aged 11 and 16 years in Swadlincote, Derbyshire. All of the ground floor and the first floor bathroom is used for childminding purposes. There is a fully enclosed garden for outside play.

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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 six children in the early years age range on a part- time basis. She is registered by Ofsted on the Early Years Register and the compulsory part of the Childcare Register. She also minds nine children who are over five years of age before and after school and during the school holidays. The childminder is registered on the voluntary part of the Childcare Register. The setting has systems in place to support children with special educational needs and/or disabilities.

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Description of the childminding

The childminder holds an appropriate Level 3 early years qualification. She walks to local schools to take and collect children.

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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

Most children are making very good progress in their learning and development because the childminder recognises and nurtures their interests and individuality. She has a substantial knowledge of the Early Years Foundation Stage and planning is linked effectively to the six areas of learning. There are a clear range of policies, procedures and permissions to support her practice. She has excellent systems in place to work effectively with parents to secure knowledge of children's individual needs. Partnerships with other who deliver the Early Years Foundation Stage are exceptional. Systems to monitor and evaluate practice provide a sound basis to securing better outcomes for children.

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further?

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

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further?

 make better use of the existing risk assessment process to cover everything a child comes into contact with.

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the early years provision

Children are well safeguarded because the childminder has good knowledge of child protection issues. The childminder knows of her responsibility to ensure that all people living in the house are appropriately vetted. For example, all adults hold relevant checks and clearances. She understands her role in safeguarding children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and the procedures she must follow if she were to have a concern about a child in her care. She holds an appropriate Level 3 early years qualification and is motivated to improving her practice through attending training events, such as, child protection and first aid training. She carries out a written risk assessment on all areas of the premises and for outings to ensure children receive a good standard of care inside and outside the home environment. The risk assessment does not cover all new household purchases, such as, the large mirror in the

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the early years provision

lounge. This has the potential to compromise children's safety. However, children are supervised well at all times so are not hampered by this minor weakness in the recording system. She obtains a range of signed consents from parents to keep children safe. For example, permission is sought to weigh and measure children to ensure the appropriate car safety seats are used when transporting children. These measures help children to feel safe and secure.

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the early years provision

She has commendable relationships with children, and their parents and carers. Parents are extremely well-informed about the setting and freely access their children's achievement sheets and 'learning journey' folders. Parents are offered very good quality information about the setting which includes well-written policies and procedures. The childminder has a very good awareness of children's individual needs which ensures they receive a very good level of support. Parents receive a daily written diary detailing their children's routines and activities, a learning journey recording their achievements, a newsletter sent via email, a questionnaire for them to comment on the quality of the setting and a notice board displays relevant updates. Parents comments are very positive and confirm that they 'happy with the provision' and 'happy for the childminder to liaise with nursery school on their behalf'. The childminder also places high value on relationships with

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the early years provision

other providers and agencies. She has implemented effective systems to work closely with other professionals. This has a positive impact on progress children make.

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the early years provision

The system to self-evaluate her service involves keeping a record her strengths and areas for improvement. For example, parents and children are involved and included in decision making and 'decide if things needs changing' through use of regular questionnaires and discussions. She highlights the need to 'link activities more closely to areas of learning'. Her vision is to continue with her childminder career but possibly to focus more on older children and their transition to senior school. This demonstrates a positive and professional attitude towards continual improvement.

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and outcomes for children

Children are eager to attend and make significant gains in their learning and development. They settle quickly when they arrive from nursery school and respond well to the individual time and attention they receive from the childminder and her family. She supports children's learning and development through provision of a varied range of activities and resources that are interesting and stimulate their curiosity. The childminder is actively engaged in the children’s play and considers all children’s interests and abilities when planning purposeful This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 activities. The childminder has a very good understanding of the requirements of the Early Years Foundation Stage framework and consequently children are effectively supported in all areas of their development. She evidences children's achievements in their portfolios through use of meaningful photographs. She uses

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and outcomes for children

assessments to build a comprehensive picture of what the children can do and what their interests are. This informs her activity planning to ensure that learning is consolidated and next steps are successfully planned for.

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and outcomes for children

She provides an inclusive play environment where all children are treated equally. She undertakes regular sensitive observations and assessments to help her plan a stimulating range of activities that help all children reach their full potential. She has a very good knowledge of each child’s stage of development and their learning preferences and individual needs. All children access toys and resources indoors that are of a high quality and that support their learning and development exceptionally well. She provides a varied range of equipment made easily accessible to promote children's all round development. Children have access to a wide range of multi-cultural resources that that show positive images of different people, their families and lifestyles. For example, there are dressing-up and imaginative play resources in abundance. They enjoy having lunch out at a restaurant, exploring parks, visiting farms, investigating zoos and other places of

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and outcomes for children

interest. This helps widen their knowledge of the local community and natural world around them.

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and outcomes for children

Their interests and preferences are respected and favourite activities, games and toys are always available alongside a range of other resources. During activities the childminder motivates children to achieve, providing challenging experiences that stretch their learning. For example, through activities, such as, baking and model making. They are helped to problem solve and reason when sorting and sizing and children talk to one another about different shapes and then count the sides and points of a triangle and a square. The childminder has effective systems in place to adapt activities to ensure all children can take part. For example, she uses pictures and symbols to help younger children follow written instructions. They have fun entering into imaginative play with dolls, dinosaurs and cars. Children explore a range of battery operated toys, books and small word resources. This helps them build skills for the future. They select their favourite

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and outcomes for children

toys and games and play side by side for long periods of time concentrating well. They play together companionably, sharing toys with little prompting. The childminder supports children's welfare and safety well. For example, she instigates discussions about stranger danger and uses books, such as, 'Our journey to school' to highlight safety issues. Children are encouraged to recycle resources, such as, cardboard boxes and tubes. Their latest design being a 'big castle', this also helps develop their imaginative play as well as considering the environment. This means children's learning is exceptionally well promoted.

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and outcomes for children

Children are polite and very well behaved as the childminder has high expectations of good behaviour. Children are rewarded for their good behaviour or kind deeds in school by sitting on the 'golden chair'. They are praised a second time on arrive at the childminders, this in turn reinforces good behaviour. They are given opportunities to explore a range of different feelings, such as, loss and bereavement through sensitive and appropriate discussions. This helps them to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 make some sense of their emotions. Basic 'house rules' are in place and children are encourage to share, be kind to one another and play co-operatively. This enables all children to be treated fairly and to respect the needs of others.

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and outcomes for children

Good hygiene practices help to minimise the risk of cross-infection in this setting. For example, children are learning about the importance of good personal hygiene routines. Older children take responsibility for changing out of school clothes into play clothes when they arrive. They use the bathroom independently and wash their hands before eating and brush their teeth after meals. Some parents prefer to provide a packed lunch for their children and the childminder provides a range of healthy snacks and ensures drinking water is always readily available. They sit together at a child-sized table at meal times which gives them opportunity to talk about their day and to socialise with their friends and peer group. 'Free-flow' is used exceptionally well and active outdoor play is fully encouraged to help children develop their physical skills. Children have their individual needs fully met with regard to rest and sleep well. This results in children thriving and developing

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and outcomes for children

independence and a strong self-confidence. 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 1 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 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 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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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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