Childminder in Devon

Inspection report for early years provision

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Unique reference number EY404198 Inspection date 20/05/2010 Inspector Judith Harris

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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 registered in 2010. She lives in Bideford in North Devon with her partner and two children, aged two and four years. Children have access to all areas of the childminder's home and to the fully enclosed gardens for outside play.

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Description of the childminding

A maximum of four children may attend the setting at any one time, the childminder is currently caring for two children in the early years age range. The childminder is registered with Ofsted on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register.

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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 developed very successful systems that ensure she has an in- depth knowledge of each child. This information supports her to be highly effective in meeting children's learning and development needs, through their individual interests. Children are safe and secure in the childminder's home and there are comprehensive risk assessments for all outings. Through positive partnerships with parents, the childminder is exchanging information about children's ongoing needs. The childminder is developing her use of self-evaluation and reflective practice to support her in ensuring continuous improvement for her provision.

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further?

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

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further?

 develop systems to gather information from parents about children's learning from their starting points and ongoing learning at home  develop written systems for self-evaluation and reflective practice to provide records of ideas for improvement and continous development

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the early years provision

The childminder has well organised systems that ensure all adults in her home have up-to-date checks and remain suitable; and all visitors are properly identified and supervised. The childminder has developed a wide range of service specific policies and procedures. These include a clear policy for safeguarding children, which provides information in line with the Local Safeguarding Children Board guidelines. A comprehensive range of risk assessments is effectively carried out on all areas of the childminder's home and for all outings, to ensure that safety and security are maintained at all times. The emergency evacuation plans are in place and regularly practised with the children. The childminder closely monitors and records the safe arrival and collection of all children in her care. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder's well-organised systems provide all required records and

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the early years provision

documentation and enable her to support each child as an individual. The childminder is effective in sharing all relevant records with the parents, including details of any accidents and the administration of medication. Daily information on activities and events is provided through daily contact books, which the childminder shares with parents. The positive relationships that the childminder builds with parents enable her to gain an insight into children's learning outside of the provision. The childminder is developing her systems to encourage parents to share information with her in more formal ways. There are systems in place to develop partnerships with other settings that children in her care attend. The childminder's extensive use of local resources ensures that children have many outings to different facilities and a wide range of experiences. The childminder is well organised and ensures that her time is effectively deployed to meet children's

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the early years provision

The childminder is effectively developing her use of self-evaluation and reflective practice. Through her daily records and children's individual learning journeys she is able to evaluate and assess activities and experiences. The childminder has made great strides in developing her provision since registration. This is evident from the development of extensive learning journey records, the wide range of policies and procedures and the comprehensive risk assessments. Using her evaluation techniques, the childminder is able to identify the strengths and weaknesses in her provision. This allows her to develop an explicit vision for her provision and to continue to drive improvement. The childminder does not formally record the self-evaluation as current practice. The childminder is enthusiastic to continue with her own professional development by attending training, workshops and developing her understanding of the Early Years Foundation Stage.

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and outcomes for children

Children are sensitively nurtured and supported. The warm caring relationship they have with the childminder enables them to feel secure and to be confident and inquisitive learners. The childminder's comfortable and relaxed home provides children with a safe environment in which they can explore, experiment and discover. Children's individual learning and development is exceptionally well supported by the in-depth knowledge the childminder has of each child. The childminder's learning journey records are exemplary, each one starts with an observation of the child during the first days. The information gathered successfully supports the childminder to identify children's individual starting points. These are added to on a frequent and regular basis, with a broad range of observations and photographs of children at play. Information gathered through observations is used to complete the spider chart. This puts the child and their

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and outcomes for children

interests at the centre and provides ideas for activities and experiences to extend the children's learning, through each of the early learning goals. It is evident that the childminder has an exceptionally clear understanding of the children's interests and uses these to expand and extend individual learning and development. Children's own interests are threaded through all activities, for example encouraging children to paint with the trains and going on an outing to the local This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 train station.

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and outcomes for children

Children play freely and safely in the dedicated playroom where they have clear and safe access to an extensive range of toys and equipment and resources. All age appropriate resources are stored safely and at child height, so that the children can access them independently. Children chat with the childminder while they play. She makes confident and versatile use of interaction to support the children's language and help develop thought processes. Using open questions, she asks the children about the colours and names of the trains they are playing with; she also encourages the children to count how many trains they have put in the line. To support children to learn about the natural world they have a butterfly which currently contains caterpillars in chrysalis and the childminder is developing a butterfly garden in the outdoor area. Children have made caterpillars from egg boxes, which they planted with cress. They have also been planting vegetables,

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and outcomes for children

fruit and flowers in the garden, which grow at different rates. This allows the children to see plants grow and to understand that some take longer than others. Children's creative skills are supported at a painting activity, where they are painting pots to plant their sunflower seeds in. Children express themselves by painting freely on the pots in a variety of colours, actively encouraged by the childminder's praise and enthusiasm. After the painting activity, the childminder brings a bowl of soapy water for the children to wash their hands in. As the play is so child led, the children turn this is into a water play game and collect trains and cars to wash in the soapy water. Children are provided with a wide variety of outdoor play in the garden, at parks and the beach in the local area. The childminder's photographic evidence shows children out and about at different locations, clearly delighting in exploring and discovering through different

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and outcomes for children

Children are carefully supported to learn good basic hygiene skills through good hygiene routines. They are offered a good range of healthy and balanced meals and snacks, with fruit available. To encourage and support healthy eating children are growing their own vegetables and fruit. The children's positive behaviour is extensively supported by the abundance of free play time, the good levels of independence and being busy and well occupied. The childminder has a clear understanding of the importance of versatile strategies to support children's behaviour. 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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