Childminder in Telford and Wrekin

Inspection report for early years provision

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Unique reference number EY344560 Inspection date 31/03/2010 Inspector Mary Anne Henderson

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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. She lives with her partner and two children, aged seven and eight years, old in a house in Telford. All areas of the house are used for childminding and there is an enclosed garden available for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register. She is registered to care for a maximum of five children under eight years at any one time. She is currently caring for one child within the early years age group. Children can attend for various sessions throughout the week. The childminder is also registered on the compulsory and voluntary parts of the Childcare Register. She receives support from the local authority and 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

Positive relationships between the childminder, parents and children are well- fostered. This has a positive impact on the children's learning and development. The childminder also liaises very well with other providers of the Early Years Foundation Stage, thereby ensuring inclusion for all children on roll. She provides a challenging range of learning opportunities, both indoors and outdoors, to extend children's development. The systems in place to evaluate the setting are good. However, the systems do not yet fully include all parents. Risk assessment systems are in place and include all indoor and outdoor areas of the house and visits to the local Children's Centre. However, risk assessments for all outings involving the children are less effective. The capacity to make further improvement is strong.

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further?

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

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further?

 update the record of risk assessment to include any assessments of risks for outings to ensure children's safety  include parents fully in the self-evaluation procedures of the setting  devise systems to track children's progress in their learning and development

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the early years provision

The childminder promotes positive relationships with the parents and children to provide a warm and stimulating environment for all children on roll. She liaises closely with other providers of the Early Years Foundation Stage. This promotes inclusion for all children. The risk assessment procedure is detailed and includes all areas, equipment and toys. However, the systems do not yet fully include risk assessment of all outings involving the children. All adults are suitably checked and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 vetted.

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the early years provision

The systems in place to monitor and evaluate the quality of the provision are good and include input from the childminder and the children. However, parents are not yet fully included in the systems. The capacity to make further improvement on an ongoing basis is very good. The childminder has a good understanding of the policies and procedures in place to safeguard the children at all times.

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the early years provision

Engagement with all parents is good. They have free access to their child's learning and development files. This provides them with information about their child's observations and the next steps in their learning. However, the systems have not yet been fully developed to ensure children's progression is tracked on an ongoing basis. Verbal exchanges of information each day between the parents and the childminder ensure children's needs are identified and met. The parents have free access to the range of policies and procedures of the setting.

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and outcomes for children

The children are beginning to recognise the importance of keeping healthy and those things that contribute to this. They know to wash their hands before eating and after visiting the toilet. The childminder talks to the children about healthy eating during snack times when children are provided with a good range of fruit, which they cut up for themselves under close supervision. Children have lots of opportunities to be physically active. They enjoy regular visits to the park to use the large equipment, thereby developing their climbing and balancing skills. They also like to ride their trikes and scooters in the garden and play ball games with their peers. The children are beginning to have an understanding of personal safety as they are involved in the fire evacuation procedures of the setting. They also learn about crossing the road through activities and discussions, for example, the childminder talks to them about crossing the road safely while on outings. She

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and outcomes for children

also provides them with cones and traffic light resources in the garden for them to practise stopping and going while on their trikes. Children show they feel safe in their environment. They are confident and independent and seek the comfort and assistance of the childminder when they need it.

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and outcomes for children

Children find out about their environment, identifying features and noticing the natural world. They enjoy a very good range of outings to places of interest, including visits to the local park and local walks in their surrounding areas. Here they notice the birds and insects, feed the ducks and talk about the changing seasons. Children also enjoy visiting the garden centre where they see a range of farm animals, such as goats and pigs, and talk about the animals and their habitats. The childminder takes the children on regular visits to the local children's centre where they can mix with other children and adults and involve themselves in the many activities that they find there. The children enjoy planting peas, lettuce and tomatoes in the garden and watching them grow over time as they care for them, then they harvest them and eat them raw for snacks.

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and outcomes for children

The children are beginning to form good relationships with their peers and the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 adults around them. They enjoy their regular visits to the toddler group to see friends. Children are confident and independent as they make their own choices about what the want to play with from the resources that are set out in low open boxes in their play areas. Their art work is displayed for them on the fridge, which fosters a good sense of belonging.

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and outcomes for children

Children are beginning to use technology and use information and communication technology to support their learning. They like to play with battery operated toys, such as remote controlled toys, the magical wand that talks to them and a play telephone where they can talk to their peers from different rooms. The children enjoy using the computer and look at various programmes to explore mathematical concepts, such as counting, shape and colour recognition. This promotes their problem solving skills. Children's problem solving skills are further developed as they count the cars they see and the various steps they climb while on outings. The children enjoy building towers and knocking them over as they laugh with the childminder. They also like to put puzzles together and build various train or car tracks with the construction resources.

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and outcomes for children

Children explore colour, texture, shape and form in two and three dimensions. They enjoy cutting and moulding dough and squeezing it through the garlic press, laughing along with the childminder as they do so. They like to draw, using crayons and pencils, and mixing paints to make their own pictures to take home or display. Other messy play activities provided by the childminder for the children includes corn flour and water, and sand and water play. Children weigh out ingredients to make biscuits and cakes for a snack time treat. As children explore such resources they find out about measuring and capacity, which further develops their skills in problem solving.

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and outcomes for children

The children are beginning to understand that people have different needs, views, cultures and beliefs. They like to dress-up in various cultural costumes and play with the various multicultural dolls and small world people. Resources also depict positive images of disabled people. The children enjoy listening to stories and looking though reference books with the childminder. As their learning progresses, they find out about various festivals around the calendar year supported by the childminder. 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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