Childminder in Derbyshire

Inspection report for early years provision

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Unique reference number 207808 Inspection date 21/06/2010 Inspector Sheena Gibson

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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 1996. She lives with her family in Chesterfield, Derbyshire. The whole of the ground floor of the childminder's house is used for childminding, and there is a fully enclosed garden for outside play. The childminder is registered by Ofsted on the Early Years Register to care for a maximum of five children under eight years at any one time, and is currently minding six children who are all in the early years age group. The provision is also registered on the compulsory and voluntary parts of the Childcare Register. The childminder drives to local schools to take and collect children.

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Description of the childminding

The childminder attends the local childminding and carer and toddler groups. The family has two rabbits. The childminder is a member of the Derbyshire childminder network.

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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 remain safe and secure due to practical steps taken by the childminder and her understanding of safeguarding. The childminder recognises the individuality of each child and therefore she is able to ensure that their individual needs are effectively met and on the whole, they make good progress in their learning. Partnership working, with parents and in the wider context is generally good and therefore essential information is shared between childminder and parents in order to support children's care and learning. The childminder is proactive in evaluating her practice in order to improve her knowledge and skills, thus improving the outcomes for children.

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further?

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

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further?

 develop the partnership working with parents and other providers to effectively involve them children's continuous learning and development  develop a systematic and routine approach to observations, using the information to plan for children's next steps for developmental progress.

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the early years provision

The childminder has a sound understanding of child protection issues and the steps to follow if she has a concern and so children are effectively safeguarded. She has developed a range of policies and procedures that are supportive of children's safety. For example, she has a written safeguarding policy that is shared with parents. The home environment is safe and secure with practical steps taken to minimise risk to children. There are detailed risk assessments recorded for the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 indoor and outdoor environments. Outings are also risk assessed and the childminder ensures that children travel safely and securely in vehicles. All household members are known to Ofsted to enable appropriate checks to be undertaken. As well as being passionate about her role the childminder has a wealth of experience. She holds a recognised qualification in childcare and has

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the early years provision

attended training workshops is various areas relating to childcare since the last inspection. The childminder undertakes detailed self-evaluation that includes the completion of the Ofsted self-evaluation form, using this to identify areas that she may need to developed and as a result has booked onto further courses.

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the early years provision

Partnerships with parents and external providers are generally good. Parents receive some very detailed written information about the provision such as the policies and procedures, including the complaints procedure. They also periodically receive newsletters. The childminder allows time to speak to the parents when they drop off and/or collect children so that they are aware of how their child has been during the day, although, children's learning and development is not as consistently discussed. Information, including the childminder's registration certificate and the Ofsted poster are displayed for parents to see. The childminder has a positive attitude to sharing information, where relevant, with external providers, although, she has not yet developed an effective system that she can use to ensure that there is continuity and consistently in relation to children's learning and development.

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the early years provision

The childminder provides a service that is inclusive for all children. Some useful information is gathered when children first start and the childminder makes time to get to know the children and their families. She builds warm and secure relationships with the children so that they are able to feel comfortable, secure and enjoy their time with her. Children are all included in the play opportunities and the childminder promotes non-stereotypical activities. For example, girls enjoy a game of football. They access resources that depict positive images so that learning about similarities and differences becomes an integral part of their play. Resources are well-organised and used effectively to support children's care and learning. A good use of space means that children have room to move about, play with toys and sit quietly. The childminder makes use of external resources, such as the toy library and book library. She also uses recycled materials and shares toys with

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the early years provision

other providers to promote sustainability.

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and outcomes for children

Children thoroughly enjoy their time in the setting and have a warm and friendly relationship with the childminder. On the whole they make good progress in their learning and development. Effective interaction during play supports children's learning. For example, the childminder joins in with the singing and children focus better on the actions and words. By joining in with children's play and showing children what they can do they maintain their concentration for longer periods of time. The childminder carries out some observations on the children in order to assess their progress. However, the observations are not done very regularly or consistently and the information is not always effectively used to plan for children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 next steps of development. Nevertheless, this does not prevent the children from making good progress. The environment is ideal for children. It is clean, well-

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and outcomes for children

maintained and very well-resourced with toys activities available so that children can make free choices. Posters, children’s craft and photographs adorn the walls of the playroom, helping children to feel welcomed and ‘at home’.

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and outcomes for children

Children are confident and assertive. This is reinforced by the childminder who encourages them to, for example, be independent and feel reassured. They are developing good social skills and are keen to be involved in the activities and enjoy playing with each other as well as on their own. Their behaviour is good and they appreciate each other's company. They negotiate for items and are developing an understanding of valuing differences. They learn independence as they put on their coats and shoes to take a walk around 'the block', pushing the dolls in the pushchairs, understanding about responsibility and safety. As they walk they explore the outdoors, looking at the numbers on the doors, the ladybirds, worms and insects. They are beginning to problem solve as they work out where the pieces fit into the jigsaw, whether the lace in the threading cards goes up or down and how many raisins will fill their bowl. Children enjoy talking about their own

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and outcomes for children

lives and are excited about an impending holiday. They talk with the childminder and the other children about going on an aeroplane, working out how many days are left before they leave; they change the date on the calendar and recognise the numbers and letters that form the date and month. When they return from holiday they are encouraged to bring back a postcard to put on the world map.

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and outcomes for children

Children celebrate special occasions, for example, Chinese New Year when they dressed up as the animal relating to the year in which they were born. Children like to be creative and enjoy their singing. They are keen to join in with the actions to songs such as Heads, Shoulders, Knees and Toes, pointing to the different parts of the body. They are learning about staying healthy. They take part in activities that help them to learn about healthy eating, the benefits of exercise and they practise good hygiene. They learn the importance of staying safe, for example, through explanations by the childminder about safely walking to and from school, and tidying up toys so that they do not cause a hazard. 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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