Childminder in Leicestershire

Inspection report for early years provision

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Unique reference number EY338210 Inspection date 18/06/2010 Inspector Lisa Parkes

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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 2006 and works with an assistant on a part-time basis. She lives with her partner and children aged six years, two years and one year. The family have a pet dog and a rabbit. The whole of the childminder's home is used for childminding, with the exception of the front bedroom, and there is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for five children at any one time and is currently minding three children in the early years age range. She walks or drives to and from local schools to take and collect children and attends local toddler groups on a regular basis. The childminder holds a relevant childcare qualification.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children are happy and settled in the childminder's care and display a lovely sense of belonging. They enjoy participating in a range of activities which generally capture all areas of learning. The childminder is beginning to work in partnership with parents and with others, however, relationships are not as fully promoted as they could be. The childminder displays a positive approach towards improvement.

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further?

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

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further?

 exploit the mathematical potential of the outdoor environment, for example, for children to discover things about shape, distance and measures, through their physical activity  develop effective communication methods between settings to ensure that children’s needs are met and there is continuity in their learning  involve parents in practical ways to support their child's learning and development.

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the early years provision

All required documentation for the safe and efficient running of the provision is in place. The deployment of resources is satisfactory. Safeguarding procedures are secure and all the required checks have been carried out. The childminder is suitably trained and knows what action to take in the event of a safeguarding issue. The childminder generally works well with parents, other settings and/or external agencies to meet the diverse needs of the children. The childminder is motivated to seek further improvement and is effective in focusing her efforts on This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 priorities.

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the early years provision

Children make steady progress in their learning in relation to their starting points. The childminder is able to demonstrate how she supports children, for example, by incorporating colour, shape and number into everyday routines and by encouraging children's communication. Resources are adequate to support children's learning and development. Children are content and engaged and happily pursue their own interests. Practice is inclusive and the atmosphere is homely and welcoming. The childminder utilises her time well and acts as a friendly, positive role model. As a result, children benefit from sound levels of individual attention within a supportive environment.

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the early years provision

Partnerships are satisfactory. The childminder is beginning to consider ways to communicate with other providers to support children's achievements and well- being. The childminder has forged positive relationships with parents and carers. There is a regular exchange of information with parents and carers, providing them with adequate information on how well their children are achieving, their well- being and development. There are clear and accessible channels for parents and carers to communicate with the childminder who is friendly and approachable. Although, there are some general strategies to help parents and carers support their children’s learning, this is not fully exploited. Children respond well to a simple daily routine and the childminder demonstrates a positive approach to ensuring that children's needs are met.

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and outcomes for children

The childminder demonstrates a secure understanding of each child's individual age and stage of development. Children play in a child-friendly learning environment. They become confident in the childminder's care as they choose what they want to do and spend time forming relationships with the childminder and each other. Children develop a sound understanding of how to stay safe when the childminder talks to them about road safety. Children develop a sense of security and confidence within the setting due to positive adult interaction.

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and outcomes for children

Through ongoing observation of children's play, the childminder is starting to develop a clear understanding of children's individual developmental needs and interests. Each child's file reflects their progress and shows that they are involved in a range of interesting play opportunities. The childminder is aware of children's individual progress as she casually observes their interests and developing skills. Relationships are secure and children display a secure sense of belonging. Children play and learn in a homely and welcoming atmosphere.

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and outcomes for children

Children are beginning to develop an understanding about healthy lifestyles, for example, by washing their hands after playing outdoors and by engaging in food tasting sessions. Children are offered a range of healthy snacks, such as, pieces of fresh fruit and enjoy packed lunches provided by their parents. Children sit together and eat and it is a lovely, sociable experience. Drinks are readily available and regularly replenished, and children have fun as they tend to the vegetable This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 patch in the childminder's garden. The premises are clean and hygienic.

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and outcomes for children

Children are active and enjoy opportunities to engage in physical activities, both indoors and out. They adore outside play and use swings, slides, ride-on toys, tents and tunnels and the trampoline. Children benefit from plenty of fresh air and exercise, and older children understand why exercise is important as the childminder talks to them about healthy hearts and strong bones. Owing to the fact that children are active and relish opportunities to play outdoors, the childminder could do more to exploit the mathematical potential of outdoor play, to give all children the best opportunities for effective development and learning in problem solving, reasoning and numeracy.

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and outcomes for children

Children are broadly content, settled and willingly take part in activities. Construction toys are popular and children build towers and have fun as they knock them down. Children take pleasure playing in the sand tray and use funnels to transfer the sand from one container to another. Children are creative and like painting, manipulating play dough, and baking cakes and cookies. A wide selection of books, games and jigsaw puzzles are available, and children happily play with action figures, dolls and farm animals. Children are imaginative and transform the role play area into a post office or a café. Children relish trips to the local park, enjoy sessions at Mums and Tots groups and visits to the local library. 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 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 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 3

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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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