Childminder in Shropshire

Inspection report for early years provision

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Unique reference number EY405007 Inspection date 06/07/2010 Inspector Kathryn Mary Harding

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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 child in Shrewsbury, Shropshire, close to shops, parks and schools. The childminder’s home is accessed via one step into the property. The whole of the downstairs of the childminder’s home is used for childminding. She has a cat as a pet.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, no more than three of which may be in the early years age range. She also offers care to children aged over five years to 11 years. The childminder is registered by Ofsted on the compulsory part of the Childcare Register.

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Description of the childminding

The childminder can collect children from the local school and goes to several toddler groups regularly.

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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

Children make good progress towards the early learning goals. The childminder demonstrates a good understanding of their individual needs and actively promotes an inclusive environment and children begin to develop an awareness of diversity. She has a strong partnership with parents but as yet has not developed partnerships in the wider context. The childminder has a very positive attitude to improvement. She has very good systems in place to evaluate her practice in order to identify strengths and areas for development.

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further?

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

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further?

 ensure continuity between all settings to ensure children's social, emotional and educational needs are appropriately addressed  ensure risk assessments cover anything with which a child may come into contact with.

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the early years provision

Children are safeguarded as the childminder has a good understanding of child protection procedures and has attended relevant training. She closely supervises the children in her care and knows of her responsibility to ensure all people living in the house are vetted. The childminder visually checks the rooms and the outdoor area prior to the children arriving. However, recorded risk assessments do not comprehensively cover all things children may come into contact with, such as the risks associated with the fire guard in the lounge. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder has a secure knowledge of the Early Years Foundation Stage and implements this effectively to promote successful outcomes for children. The childminder regularly observes children's progress, linking observations to each area of learning. She evaluates the observations and links these into planning for

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the early years provision

children's next steps in their development. She creates a very welcoming environment for the children in her care as she displays children's photographs and art work on the walls. Suitable resources and toys are accessible for children to help them make choices, so becoming independent learners.

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the early years provision

The children enjoy continuity of care because the childminder works very closely with parents. She encourages a two-way flow of information between her and the parents and uses text messaging, photographs and daily diaries to keep parents well-informed of their child's day. Parents views have been canvassed and comments state that 'I am extremely happy to have you as a childminder as I know that my child is in a safe friendly environment'. 'I am very happy with communication and the menus provided' 'The children are very happy to have you as their childminder'. Parents are asked to read and sign all the childminder's policies and procedures which underpin the service offered. Links with other providers have not yet been established but the childminder understands the benefits of partnership working.

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the early years provision

The childminder demonstrates an ongoing commitment to continuous improvement as she is continually reflecting on how to improve her service and maintains an action plan book to note her plans for future improvement. The childminder accesses training opportunities and obtains advice from development workers, other practitioners and researching on the internet.

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and outcomes for children

Children learn how to keep themselves safe as they practise fire drills and they talk about road safety when out walking. They develop a good understanding of the importance of healthy eating as they eat nutritious snacks, which the childminder makes fun by having tasting sessions to tempt the children to try new foods. They benefit from plenty of fresh air and exercise as they go outdoors daily and walk to the park. They develop a good understanding of the importance of good personal hygiene as they are supported to wash their hands after having their nappy changed and use individual cloth towels and dispose of these after use. Signs are displayed in the bathroom to promote good hand washing techniques.

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and outcomes for children

The childminder interacts well with children during their play. She constantly chatters to them, so modelling language effectively to encourage development of communication skills. They are happy, settled and freely approach the childminder for cuddles. They learn to socialise as they attend different toddler groups. As they paint their pictures the childminder praises them for their efforts so promoting their self-esteem. They talk about their family's recent visit to the sea side and have pictures displayed on the wall of each child's family grouping, so valuing important people in their lives. They learn how to count as the childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 encourages them to count the toys. As they play in the water they learn about capacity as they fill and empty containers. They have fun as they explore in the ball pool. They freely explore using the treasure baskets containing natural

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and outcomes for children

materials offering different sensory experiences. As they pretend to make a drink of coffee they learn to re-enact familiar roles. They freely push the buggy around the outdoor area ensuring a clear pathway through. They climb the climbing frame and slide down the slide so helping to develop their physical skills. As they hear the music they spontaneously flex their legs and with support start to dance.

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and outcomes for children

Children's understanding of right and wrong is increased as they are encouraged to respect and be kind to each other. They are encouraged to share the toys and have explanations as to why this is beneficial. The childminder aims to be a good role model for the children and constantly praises the children for their efforts, so promoting positive behaviour. Children learn to understand about the wider world as they make international flags during the football world cup. 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 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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