Childminder in Portsmouth

Inspection report for early years provision

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Unique reference number EY405485 Inspection date 22/07/2010 Inspector Anne Gunston

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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 assesses 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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 their child who is two years of age, in a house in Southsea in Portsmouth. The house is accessible from the road. Minded children have access to all areas of the home. There is an enclosed rear courtyard garden for outdoor play. The family have no pets.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register to care for a total of five children, of whom two may be in the early years age range. She is currently caring for two children in the early years age group on a part time basis. She 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

The childminder has secure knowledge of each child's unique character because she is able to build effective relationships with their parents. She constantly monitors that the activities she plans, her home and it's resources are suitable; she tailors and adjusts her practice to meet every child's needs in a comprehensive manner. The childminder recognises the importance of working in partnership with everyone involved in a child's life to promote good quality care and learning for each individual. She is well organised, works in a professional manner and is committed to continually improving the service she offers.

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further?

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

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further?

 further develop systems for observing and recording children's progress, ensuring that these developmental records are in place for all children and easily accessible to their parents  ensure the regular fire drills include practice of evacuation from the first floor of the home.

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the early years provision

Children are protected and secure in the childminder's care. The childminder is experienced in the care of young children, having been a nanny for several years. She has good knowledge of the requirements of the Early Years Foundation Stage and demonstrates commitment to her childminding role. She describes her motives as the desire to provide children with a very safe home environment; she states that she thoroughly enjoys her job and finds there is nothing more rewarding than seeing children develop. The childminder makes effective use of the expertise of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 more experienced child care professionals; she regularly attends groups where she extends her knowledge and brings back ideas to expand on children's experiences. She regularly evaluates her practice and makes changes for the children's benefit. For example, she is now encouraging children to make deliberate choices at snack

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the early years provision

time by displaying a large selection of prepared fruits, instead of deciding which should go into their bowl. The childminder has attended all the necessary training, most recently she completed further safeguarding training with the local authority to supplement the on-line modules she had done. The childminder has up-to-date information on referral procedures and secure knowledge of the action to take if she has concerns about a child's welfare. She has comprehensive policies and procedures which she uses to good effect, to help her protect the children in her care. For example, she takes a small book on outings which contains a photograph of each child and their parents' contact details, to ensure children receive the best attention in an emergency. She completes daily checks on her home and garden, or any venue where children go, and reviews her full risk assessment document every six months to ensure she overlooks nothing.

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the early years provision

The childminder is very keen to teach children the importance of protecting and caring for their environment; she takes steps towards this each day. For example, the childminder makes use of good quality, second hand resources; this thrifty approach enables her to provide continual variety. She talks to children about how exciting it is to pick local produce, such as strawberries, instead of eating those which have been flown to this country. The childminder offers children a wide range of toys and games; she has all necessary equipment to meet their needs and has particularly well-chosen toys for younger children. She is developing the range of resources for older children, making use of a toy library. Resources are all within easy reach of the children unless safety is an issue; the childminder rotates the selection with items brought from upstairs to stop children becoming bored. She also recognises that children learn best if they are successful, so makes sure

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the early years provision

that they can access resources which are age-appropriate and tasks which are achievable. The childminder organises her day well, she plans ahead to arrange outings or enhance her toy provision with the children's needs in mind. Children are purposefully occupied throughout the day, even when watching some television to encourage them to rest quietly while the childminder prepares their meals.

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the early years provision

The childminder has a professional, well organised portfolio which she shows to parents; she recognises the importance of this documentation in making parents fully aware of her background and working practice. She asks parents' opinions and takes account of their views, using simple questionnaires. The childminder has established methods of finding out children's individual needs before a placement begins. She works with parents and discusses how best to address any concerns either may have. She keeps parents informed of events in their child's day using a daily diary, and welcomes any entries that they wish to make. However, as yet the childminder does not have detailed records in place for each child showing their progress towards the early learning goals. The childminder recognises the importance of her partnership with parents, and is happy to send a text to parents to reassure them that children have settled well. Parents comments on the

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the early years provision

childminder's practice are positive; they appreciate the varied menus, the quality of the home environment and range of activities on offer. The childminder also This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 realises the value of communication with anyone else involved in a child's life and has considered how to implement this, when necessary, such as meeting with teaching staff at local schools.

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and outcomes for children

Children make good progress in their learning and development in the childminder's care as they are interested and keen to investigate the range of opportunities she provides. Children settle down to play with puzzles and experiment with inserting pieces correctly. They receive constant support from the childminder who waits and gives children time to attempt tasks for themselves. The childminder talks to children throughout their play so they begin to link language to their actions. She is active and expressive in her play with children, for example, she makes 'snapping' movements to represent ducks quacking as she sings 'four little ducks'. Children respond to her lead and make happy, delighted sounds as a means communication. Children are beginning to consider how to solve simple problems, using shape sorter toys or wondering how to fit animals in the Noah's Ark. The childminder encourages children to 'have a go', she offers

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and outcomes for children

guidance and brings in language to describe the colours of the toys they are using, so they become familiar with these.

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and outcomes for children

The childminder allows children choice throughout the day and children are free to express their ideas or make decisions. The childminder gets involved with the activities children choose but also introduces planned topics to ensure that they have experiences which promote all areas of learning. Children attend groups where they meet with others; the childminder introduces these activities gradually so children gain confidence from the security of her presence. Children are well settled and secure with the childminder who frequently refers to their family members throughout the day, recognising how special and important they are in each child's life. The childminder ensures children feel secure by constantly talking to them if she is out of view, so they are reassured by hearing her voice. Children show affection for the childminder and actively seek her company; they turn to her for a cuddle or touch her to gain attention, receiving a prompt and loving

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and outcomes for children

response. The childminder takes many precautions in the home and is not complacent about safety. She monitors children's growing independence and adjusts her practice to accommodate this. For example, young children who wish to sit on the rocking horse can do so, but learn to use both hands for holding on; they are learning about safe play from an early age. The childminder has made her home safe and uses a range of safety equipment, such as safety film to protect glass in the internal doors. Children practice leaving the home quickly in emergencies; the childminder sets off the smoke alarms so they become familiar with this sound in the event of fire. However, she has not considered how to get all children out of the house quickly should some be resting on the first floor.

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and outcomes for children

Children are consistently encouraged to eat a well balanced diet, the childminder has a weekly menu planner which she shows to parents, making them aware of the range of breakfasts, lunches and main meals she offers. Children enjoy daily snacks of fruit or vegetables and freshly cooked meals using organic ingredients. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children listen to the childminder describe fruit as 'very yummy'; she makes healthy foods sound attractive and talks to children about the importance of fresh, local produce during shopping trips to the greengrocer. Children are expected to be active and the childminder makes good use of parks and amenities within walking distance of the home to provide daily opportunities for fresh air and exercise.

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and outcomes for children

Children receive a warm welcome at the childminder's home; she expects them to show care for their play materials and soon involves them in activities such as tidying away toys. She helps and guides the children so they realise that these are shared tasks; children settle well and quickly feel part of the home environment. The childminder demonstrates understanding of how to manage children's behaviour well, in ways which build their self-esteem. Children learn about other cultures during activities, such as eating Hungarian meatballs. They take part in many outings to local venues, such as musical and dance workshops at the Kings Theatre. Children are becoming confident members of their community, they are receiving knowledge and information about the wider world and learning to show respect for its differing inhabitants and traditions. 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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Early Years Foundation Stage

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 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 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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