Childminder in West Northamptonshire

Inspection report for early years provision

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Unique reference number EY401100 Inspection date 15/07/2010 Inspector Jan Burnet

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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 February 2010. She lives in a village location near Rugby with her partner and their two children aged four and 13 years. Registered space is the whole of the ground floor and a first floor bathroom. There is a ground floor toilet. The rear garden is large and currently a turfed area only is registered for outdoor play. The family has a dog, two guinea pigs, goldfish and two tarantulas, which are kept on a high shelf in locked glass cabinets.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She may care for five children aged under eight years at any one time, of whom two may be in the early years age group. There are currently four children on roll and of these, three are in the early years age group and only one attends on a full-time basis. The childminder walks children to and from a local school and pre-school.

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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's understanding of the Early Years Foundation Stage is strong. She promotes children's care needs well and meets their individual developmental needs effectively. The childminder ensures that all children are valued and included. Information obtained from parents helps her to identify and address children's differences. The childminder is aware of her strengths and areas for improvement and uses this awareness to begin to review her practice. Her commitment to continue to monitor and extend her practice within her childminding supports the development of children’s care and learning.

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further?

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

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further?

 review the risk assessment to include measures preventing access to bedrooms that are not registered.

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the early years provision

The childminder provides a warm and welcoming environment and measures are in place to promote children's health and safety. She is aware of her responsibilities with regard to supervising the children in her care. Necessary checks for herself and her family have been completed and the childminder ensures that children are never left unsupervised with a person who has not been vetted. Welfare requirements are met well. A written risk assessment identifies how potential hazards have been identified and addressed on the ground floor of the premises. However, the childminder requests registration of the first floor bathroom for use This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 by older children and although she identifies that she does not want children to enter the bedrooms, these have not been made inaccessible. The childminder is aware of her responsibility with regard to protecting children from abuse. A

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the early years provision

thorough safeguarding procedure has been drawn up for parents.

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the early years provision

The childminder is aware of the benefits of self-evaluation. She has been registered for five months and identifies areas for improvement as making sure that her safeguarding knowledge is always kept up-to-date and reviewing the effectiveness of the systems for observation and assessment. Her commitment to improvement is good and she is considering the training opportunities offered by the local authority. The childminder makes sure that resources are chosen for their quality and durability and that they meet the different developmental needs of children well. Toys are maintained in a good state of repair.

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the early years provision

Information provided for and obtained from parents is good. Written policies include ones on safeguarding, complaints, equal opportunities, managing behaviour, a missing child and a child not collected at the agreed time. The childminder also provides detail on the six areas of learning. She encourages children to gain an understanding of difference, for example she provides resources that reflect positive images and children gain an awareness of different religious and cultural festivals, food and clothing. In discussion, the childminder explains how she ensures that the needs of children with special educational needs and/or disabilities, and English as an additional language are met. For example, by obtaining as much information as possible about each child's individual needs from parents and by agreeing with them how they can work together to meet these needs. The childminder is aware of the benefits of establishing and maintaining

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the early years provision

positive links with other professionals involved in the care and education of the children.

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and outcomes for children

Children are making good progress and the childminder is clear of her responsibilities with regard to ensuring that all children are challenged effectively. The range of resources and activities meet their needs well and are adapted to meet different developmental needs. Children's achievements are recorded and observation and assessment is used to inform planning for next steps in learning.

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and outcomes for children

Personal, social emotional development is strong. Children are happy and settled. Their independence is promoted effectively as opportunities for them to choose and select resources are good because storage is well organised in the playroom. They are able to address there own personal hygiene needs as they have easy access to the ground floor toilet. Children play cooperatively and they are learning to share and take turns. Older pre-school children are aware that younger ones find it very difficult to share and they know that they must be careful with very small toys because young children will put them in their mouths. Children learn how to keep themselves safe, for example, road safety and safety on and around equipment at the park, specifically not to stand in front of swings and use of climbing equipment that is suitable for their size and abilities. Children sing and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

dance and their creativity is promoted as they move imaginatively to music. They enjoy a range of art and craft activities and activities supported by the childminder include making their own wind chimes and plaster of Paris moulds for mirrors. Older pre-school children join together in imaginative play situations, for example pretending to be mum, sister, dad as they play with dolls and domestic play equipment. Children explore and investigate. The childminder organises treasure hunts, they find worms and frogs on nature walks, and on a bridal walk each day they look at sheep, horses and cows and enjoy singing 'Old McDonald had a farm'.

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and outcomes for children

Children develop good manipulative skills as they play with a variety of resources that are appropriate for different ages and stages of development. They make marks in play dough and 'glupe' and with pencils, crayons, pens, chalks and paint. Older pre-school children practise writing their own names and mix this with pretend writing. They are aware of the link between sound and letter as they make sounds of the letters in their names. All children enjoy looking at books and older children choose favourites such as the 'Hungry caterpillar' to tell their own story using the pictures. Younger children select a book, take it to the childminder and pretend to read as they turns pages and make sounds and some words. Favourite books for young children are ones that promote their senses, specifically sound and touch. Counting is part of the daily routine. The childminder promotes learning in accordance with each child's abilities and for very young children this is initially

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and outcomes for children

to three with 'one on one' correspondence, then to five and then to nine. Numeral recognition is promoted in the same way. Children use their fingers as they sing songs that include counting. They gain an early awareness of calculation, for example, the older children divide crayons so that three of them have an equal number. Young children sort and match shapes and name colours as they play with posting toys. 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 2 The extent to which children adopt healthy lifestyles 3 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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