Childminder in Hampshire

Inspection report for early years provision

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Unique reference number EY394443 Inspection date 05/05/2010 Inspector Sylvia Shane

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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 and is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She co-minds with another childminder in the co-childminders home in Fleet in Hampshire. The main area for play and resting is on the ground floor, with children accessing the toilet on the first floor. Children have use of the garden for outdoor play. Shops, toddler groups, a park, library and other amenities lie within walking distance. The childminder can take children to and collect them from, local schools and pre-schools.

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Description of the childminding

The childminder is registered to care for five children under eight years; of whom no more than three may be in the early years age group. When working with the co-childminder, they may care for a maximum of six children under eight years; of these, not more than five may be in the early years age group and of these no more than two may be under one year. Currently, the childminder and her co- childminder are caring for three children together in the early years age group. Both childminders have equal responsibility for the childminding practice.

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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 and her co-workers provide a homely and happy, environment, in which children’s welfare is successfully promoted. All children make good progress towards the early learning goals given their individual starting points. They work with parents and ensure that the needs of all children are well met. The childminder and her co-childminder have made links with other providers of care and education in order to promote continuity of care and education; however, these are not fully established. The childminder and her co-childminders use self- evaluation, to identify the strengths and weaknesses in their practice and have begun to make effective steps to improve the outcomes for children.

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further?

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

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further?

 improve the risk assessment to ensure it covers anything a child may come into contact with, paying particular attention to the garden; the plants and water feature, to ensure children's continuing safety  develop further the use of self-evaluation and ensure that it reflects the views of parents  improve on the partnerships with other providers of care and education and develop secure systems to share information  develop further the use of the outdoor area and ensure that children have the freedom to move around independently This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder is aware of her responsibility to safeguard children and all adults in the household are vetted to ensure their suitability. The childminder and her co- childminder have in place effective policies and procedures to deal with any concerns, protecting the children in their care. They share this information with parents in order to ensure that they are fully aware of their commitment and responsibility to safeguarding all children. Routine daily checks and risk assessments are carried out and most hazards are clearly identified, however, not all the poisonous plants are identified in the garden. The childminder is aware of the dangers of the garden pond and until she can get it covered and made inaccessible, she and her co-childminder are using supervision to ensure children do not have access. The childminder and her co-childminder regularly practise and evaluate the fire evacuation procedure to ensure that children can be quickly

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the early years provision

evacuated in emergencies. Safety gates are in place to ensure that children do not access the stairs unaccompanied.

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the early years provision

Through a range of well-implemented policies and daily procedures, children's good health is supported. For example, rigorous hygiene systems are in place for changing children's nappies and regular hand washing routines minimising the spread of infection. The childminder and her co-childminder has completed a Paediatric first aid course and a first aid kit is available both indoors and when on outings. Systems for recording accidents and medication are in place and these are shared and agreed with parents. The childminder requests information on any dietary, religious and cultural needs, including any allergies. She uses this information to ensure that children are fed a diet that is healthy and in line with their parents wishes.

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the early years provision

The childminder is knowledgeable about the Early Years Foundation Stage and children are making good progress in their learning and development. She takes the lead role in planning an interesting range of activities to cover the six areas of learning. She works closely with the parents and her co-childminder to ensure that each child receives an individual education programme suited to their unique needs. From the outset she discusses with parents, their child's starting points. She continues to liaise with them and asks them to contribute ideas about what the children's next steps should be.

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the early years provision

The childminder uses a settling in period to good effect, as a result, children feel safe and secure and effective partnerships with parents are established. She and her co-childminder provide daily activity sheets, this and daily discussions ensure parents are fully informed about their child’s day and ongoing development. Although a complaints procedure is shared with the parents. The childminder has not yet established a system to involve parents in the evaluation of the service she and her co-childminder provides. She has begun to liaise with the other providers of care and education, however, these partnerships are in their infancy and so systems for sharing information have not yet fully established.

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the early years provision

The childminder and co-childminder both contribute to the process of self- This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 evaluation. Together they reflect on their childminding practice and identify areas for further improvement. For example, they recently identified and added to resources so that children had a wider knowledge of the world and other cultures. She and her co-childminder, ensure that all core training is kept up to date and are pro-active in identifying further courses to increase their knowledge. They research the internet, finding new play ideas and keep up to date with current best practice.

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and outcomes for children

Children are relaxed, settled and happy in the care of the childminder. They are given time to settle in, this ensures children become familiar with their surroundings and have an opportunity to build relationships with the childminders. Children have a special drawer to put their personal belongings, which they access freely. The photographs and art displays include all the children; as a result, they feel equally valued and have a sense of belonging. The childminder ensures she is aware of the things of importance to the children. She regularly talks to them about their home lives and about their experiences, ensuring that each child feels included. She ensures that they have time to express their feelings and deal with change. Daily routines are well planned and flexible to ensure that they incorporate the individual children’s needs, such as their rest times. She and her co- childminder set clear guidance for children and as a result, they know what is

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and outcomes for children

expected of them. When minor conflicts arise, the childminder gently responds and ensures that children learn to share and understand each other’s feelings.

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and outcomes for children

The children are developing a good understanding of the importance of a healthy lifestyle. They enjoy healthy nutritious food provided by their parents or the childminder. This is safely stored and re-heated appropriately, ensuring it is safe for the children to eat. Everyone uses good hygiene routines throughout the day, preventing the spread of infection; for example, washing hands after using the toilet or before eating their food. The childminder plans activities to consolidate children's learning, re-enforcing this important message. For example, they are involved in sticking and gluing pictures of their favourite healthy foods onto a large piece of paper ready to be laminated and used at meal times. Within this activity, the childminder introduces new words and talks about the colour and size of the vegetables and fruit. The children enjoy many opportunities to enjoy the fresh air and physical play as they visit the local park and places of interest and explore

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and outcomes for children

nature. Children's experiences of the garden are limited because of the level of supervision needed in keeping children safe from such hazards as the green house and pond. Children record special outings to country parks and make a book to show their parents. The childminder uses her questioning carefully so that children have to think for themselves and recall their experiences. Through discussion, children learn how to keep themselves safe, for example when crossing the road. When tidying up the childminder reminds them that it’s so that they can play safely and not fall over. Children physically practise the fire evacuation procedures and, therefore, are able to quickly evacuate the premises in an emergency.

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and outcomes for children

Children have access to toys and resources that are robust, attractive, safe and suitable for their age and stage of development. As a result, children can take part This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 in wide range of activities of their choosing. For example, the baby is supported in a rubber ring when sitting and sits in the high chair when eating. Toddlers sit at low tables to eat their meals and can sit comfortably and safely as they do activities. The childminder uses her knowledge of the individual children well to ensure that the activities are adapted to ensure all children are stimulated. For example, when older children decide they want to colour and draw, babies enjoy exploring and scrunching the paper. A good range of puzzles is provided so that when children become confident and adept at the simple ones they can be moved on to the next stage, this ensures that they are continually challenged.

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and outcomes for children

The children are confident in the setting and developing independence. For example, the toddlers fetch their comforters and are learning to put their shoes and socks on. Babies are encouraged in their weaning, they are given time to experience and get used to textured foods and finger foods and drinks from a beaker. All children freely select their own resources, which are clearly labelled and accessible from low storage. Babies enjoy exploring the many activity centres and touch and response toys. The children enjoy looking at books, listening, and singing along to nursery rhymes and songs. They particularly enjoy action songs such as 'row row the boat’, all take part, and learn how to synchronise their movements. Babies show real delight in music and move their bodies from side to side to the rhythm. Toddlers can count to three randomly and are developing good sentence construction as they link words together. Older confidently express

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and outcomes for children

themselves so having achieved this, are learning to link sounds to letters and recognise and begin to write their names. They count confidently to 30 and are able to put numbers in sequence up to 10 for example as they construct with foam tiles.

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and outcomes for children

Outside children explore how living things grow and develop, for example, the childminder has taken some tadpoles and placed them into a tank for the children to compare and watch develop, they check them daily and observe the changes. They plants seeds, water them, and observe how they grow. The children use electronic programmable toys and learn how they work. The baby enjoys exploring the many sound and response toys, learning to press buttons for cause and effect. The childminder uses discussion and a range of resources so that children become familiar and learn to accept the differences between each other and the wider world. She promotes positive images of disability through out her resources. This includes the posters and books provided. 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 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 3 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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