Childminder in Gloucestershire

Inspection report for early years provision

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Unique reference number EY316304 Inspection date 26/10/2010 Inspector Jenny Read

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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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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 has been registered since 2005. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their three children aged 11, five and three years, in the Longlevens area, on the outskirts of Gloucester. The whole of the house is available for childminding. The main areas used include the open-plan dining room and playroom, sitting room, kitchen, utility room and downstairs toilet. One upstairs bedroom is available for sleeping. There is an enclosed rear garden with grass and patio areas for outside play.

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Description of the childminding

The childminder may provide care for a maximum of four children under eight years, of these, not more than two may be in the early years age group at any one time. She currently cares for two children in the early years age group, on a full and part-time basis, all year round. She also cares for two children in the later years age group, before and after school, on a part-time basis, during school term times and one child in the later years age group during occasional holiday periods. The childminder is currently working towards a National Vocational Qualification at Level 3 in Childcare, Learning and Development.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children have fun and make good progress in their learning as the environment is conducive to learning. Children's individual needs are met to a good standard by the childminder who is proactive in ensuring she has good knowledge of the individual needs of the children in her care. Strong links with parents help to involve them in their children's care and education, and they are kept very well informed of their children's progress. The childminder has a generally good understanding of the strengths and weaknesses of the setting, although systems for self-evaluation are in their infancy.

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further?

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

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further?

 ensure effective steps are taken to evaluate the provision for children's welfare, learning and development and ensure parents and children are meaningfully involved  increase activities that help raise children's awareness of people's similarities and differences and understanding of other cultures  develop further the links with other settings children attend to ensure progression and continuity of learning and care. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children play in a safe, secure and welcoming environment with ample space to play and learn. They are taught to be safety conscious from a young age because the childminder is vigilant and demonstrates a high level of commitment to promoting their safety. Well-written risk assessments identify clearly potential risks to children inside, outside and on outings. Good knowledge of safeguarding issues protects children from harm. All the required records and documentation are in place and well maintained to support children's care and learning.

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the early years provision

The childminder is enthusiastic and committed to seek further improvement. She makes generally good use of training, recommendations made through inspection and other quality checks by the local authority to focus the setting's efforts on some key priorities. These include continuing to develop the planning and assessments systems and improving opportunities for children to learn about other cultures and peoples similarities and differences. However, systems for self- evaluation are not robust or inclusive of children and parents. This limits them from being able to share their views about the provision to ensure that these are used to inform important decisions about the provision.

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the early years provision

Children benefit from highly positive relationships between the childminder and their parents to ensure their needs are well met. Parents are kept well informed about their children's achievements, well-being and development through sharing their children's assessment profile, observation sheets with parent comments and photo gallery each half term. Daily informal discussion and a two-way exchange of information through the daily diary, provides clear and accessible channels for parents to communicate. The effective liaison with parents contributes to improvements in children's learning and development. The childminder communicates with other settings children attend on a general level, meaning information about children's achievements and next steps are not used effectively to support children's learning.

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and outcomes for children

Children are active, inquisitive learners who thrive on the skilful extension, interaction and engagement in their play by the childminder. They are happy and settled and display confidence as they play, laugh and have fun. The children excitedly crawl into the cardboard box as the childminder puts material over to make a tent, raucously laughing as they try to hide. Whilst formal planning of activities, linked to assessment of the development matters, is in its infancy, a stimulating and welcoming environment is promoting children's positive attitude to learning. Each child is suitably challenged by the activities and learning experiences provided across the six areas of learning because these are based upon children's interests and thorough and accurate observations of their play. As a result, children are making good progress in their learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Play is predominantly child-led enabling them to readily make choices and decisions for themselves that enhance their independence. They select books and toys from the low-level clear storage units and choose their doll to feed, cuddle and take for a walk in the buggy. This enables the children to use their own first- hand experiences and play modelled by the childminder, to develop their imagination and extend their play and learning. Sensitive suggestions and ideas, such as going outside to play, further extend children's experiences. Children are beginning to learn to care for their environment by occasionally helping the childminder to recycle household waste. Re-using empty plastic bottles to make shakers, food wrappers to scrunch and egg boxes during craft activities, enhances children's sensory experiences.

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and outcomes for children

Children learn suitable life skills, such as cooperation, concentration and perseverance, through play, social interaction and communication as they listen and respond to the childminder's instructions, encouragement and frequent praise. As a result, children are confident, are beginning to display as strong sense of belonging and are building close bonds with the childminder. Clear explanations for safe play, regular discussion and practise of road safety and eight weekly practise of the escape plan is helping children to learn how to keep themselves safe from a young age.

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and outcomes for children

Children adopt healthy habits, such as accessing their drink when they are thirsty and good personal hygiene. They show good awareness of hand washing routines from a young age, fetching the step to reach the sink and learning to rub and wash their hands with sensitive support and role-modelling from the childminder. Good steps are taken to minimise cross infection through use of individual towels for each child and good nappy changing practices. Children engage in a wide range of physical activities, both indoors and out, all year round, helping to increase their understanding about the importance of regular exercise as part of maintaining a healthy lifestyle. In their Wellington boots children have fun in the rain kicking the football, climbing up the slide while counting the steps and running freely around the garden, eagerly exploring their surroundings whilst building strength, agility and coordination. Children's interest of outdoors is further enhanced through

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and outcomes for children

nature walks, searching for bugs in the garden and collecting leaves and conkers to make pictures and paint with. 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 3 The extent to which children develop skills for the future 3

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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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