Childminder in Walsall

Inspection report for early years provision

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Unique reference number EY399136 Inspection date 07/04/2010 Inspector Jackie Nation

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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 2009. She lives with her husband and two children aged six and eight years. They live in the Tipton area of the West Midlands. The whole of the ground floor of the property is used for childminding; this includes access to bathroom facilities. First floor rooms are not used. There is a fully enclosed garden available for outdoor play. The premises are easily accessible. Local schools, shops and parks are within walking distance. The family have a dog.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children at any one time. She currently has four children on roll in the Early Years Foundation Stage and one older child who attends after school. All children attend on various days. The childminder is able to take and collect children from local schools and nurseries. The childminder 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 satisfactory.

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The overall effectiveness of the early years provision

Children feel at home in the childminding environment where they share warm, friendly relationships with the childminder. The childminder provides a variety of activities to help children to learn and develop within the Early Years Foundation Stage; consequently children make satisfactory progress in their learning and development. Good partnerships with parents ensures children's needs are met and their individuality is valued. All of the required documentation is in place to ensure children’s safety and well-being. Whilst the childminder has not formally evaluated her childcare provision, she does have a clear understanding of her strengths and areas requiring development.

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further?

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

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further?

 increase the range of toys and resources to fully exploit children's learning and development in all areas  develop further the self-evaluation process to identify the strengths and priorities for development that will improve the quality of provision for all children.

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the early years provision

The childminder demonstrates a good knowledge of child protection procedures. She has completed training and her safeguarding policy is shared with parents. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 This explains her role and responsibility to protect children in her care. Vetting procedures include adults undergoing Criminal Record Bureau checks to ensure they are suitable to have contact with children. The children’s care environment is clean, safe and secure. The childminder has taken positive steps to minimise any potential hazards to children. Risk assessments and safety checks have been devised to ensure children play safely both indoors, in the garden and on outings. The childminder is vigilant about children’s safety while on outings; she talks to children about road safety and stranger danger. Appropriate documentation is in place to record children’s attendance, medication and accidents and all records are

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the early years provision

Children are warmly welcomed into the childminder’s home. The childminder organises her day around the needs of the children, which helps them to feel secure and develop a sense of belonging. The childminder is committed to inclusive practice and makes sure children are valued and their individual needs met. The childminder helps children to understand about the society in which they live through a range of outings and she is developing her knowledge and understanding of different cultures and festivals to help children learn about the wider society. The childminder has given consideration to the organisation of her home and some resources are easily accessible. There is further scope for improving the range of toys and resources available to fully exploit children’s learning and development in all areas.

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the early years provision

Partnership with parents and carers are successful and valued by the childminder. Good procedures are in place to gather information about children’s specific needs and parents’ preferences from the outset. Settling-in procedures are flexible and tailored to meet children’s individual needs. Regular communication between the childminder and parents ensures they are kept well-informed about their child's day and care routines. This is further supported by information being provided in a portfolio, including a wide range of policies and procedures and guidance on how to make a complaint about the service. The childminder recognises the importance of working in partnership with other professionals to ensure children get the support the need from an early age. She has forged links with the local Sure Start Centre and is beginning to liaise with other providers of the Early Years Foundation Stage to further support children’s continuity of care and learning.

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the early years provision

The childminder demonstrates a commitment to improving her provision. She is keen to complete training to further enhance her skills and knowledge. Since registration she has attended several training sessions, for example, food safety, first aid and an introductory course relating to caring for children with special educational needs. The childminder has yet to develop a system for self- evaluation, however, she is focussed on raising achievement, and has clear priorities for improvement and further promoting good outcomes for children.

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and outcomes for children

Children’s learning and development is supported sufficiently, and they make satisfactory progress towards the early learning goals. Planning and assessment This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 systems are in place and observations help the childminder to plan the next steps in children’s learning. The childminder plans an appropriate range of activities and outings and takes into account children’s interests when planning activities. Children are able to initiate their own play and play at their own pace. Parents are kept informed about children’s progress through daily discussions and the childminder includes a range of photographs in children’s individual learning and development folders.

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and outcomes for children

Children’s personal, social and emotional development is fostered well. Children are provided with experiences and support to help develop a positive sense of themselves, social skills and a positive disposition to learn. The childminder encourages the use of conventions such as ‘please’ and ‘thank you’ and children are encouraged to play together, share and take turns. This helps children to develop close relationships and a sense of belonging. Children’s independence skills are developing well and they are beginning to understand the importance of good hygiene and personal care routines. Children develop a fondness for books, they enjoy listening to stories, singing nursery rhymes and looking at picture books and cards, all of which help develop their vocabulary. There are opportunities to develop mark-making skills, through using crayons, paint and play dough. Children are beginning to show an understanding of problem solving, reasoning and

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and outcomes for children

numeracy, and the childminder talks to them about size and colour as they stack building bricks. Children enjoy colouring, art and craft activities and using their imagination to make up their own games. They pretend to make food, visit the doctors and go shopping for ‘Blueberries’. Children are supported in developing their knowledge and understanding of the world. They make cards for special occasions and explore the local community. Children have opportunities to develop physical skills and confidence as they play in the garden using a range of equipment, visit local parks and indoor activity centres.

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and outcomes for children

Children show a sound awareness of safety issues, the childminder talks to them about safety within the home and children practise evacuation procedures. Children's confidence and self-esteem is increasing as they respond to praise and encouragement from the childminder. They are starting to gain an understanding of what is expected of them and build positive relationships with their peers. Children's health and well-being is effectively supported, they have regular opportunities to be active and are able to rest and sleep according to their individual needs. Procedures are in place to reduce the risk of cross-infection, for example, during nappy changing and hand washing routines. Children's dietary needs are met and the childminder ascertains relevant information relating to their individual needs and parents' preferences. Healthy eating is encouraged and drinks are easily accessible to ensure children have sufficient fluids throughout the day.

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and outcomes for children

Children are developing skills that contribute to their future economic well-being, through making satisfactory progress in their communication and literacy skills, numeracy and skills relating to information and communication, technology. 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 3 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 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 3 The extent to which children make a positive contribution 3 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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