Childminder in Rutland

Inspection report for early years provision

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Unique reference number EY407290 Inspection date 22/11/2010 Inspector Kelly Eyre

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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 was registered in 2010. She lives with her child aged five in a village just outside Stamford, Lincolnshire. The whole of the childminder's house is used for childminding and there is a fully enclosed garden for outdoor play. There is level access to the property.

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Description of the childminding

The childminder works with an assistant. She provides care on each weekday during term-time and school holidays. She is registered on the Early Years Register to care for a maximum of three children in the early years age range and this increases to five children when working with an assistant. She is currently minding three children in this age group. She also offers care to children aged over five years and this provision is registered on the voluntary and compulsory parts of the Childcare Register. There are currently three children on roll in this age group. Children on the compulsory and voluntary parts of the Childcare Register share the same facilities as those on the Early Years Register.

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Description of the childminding

The childminder is able to support children with special educational needs and/or disabilities and those who speak English as an additional language.

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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 works well in partnership with parents, enabling her to gain a thorough understanding of each child's needs. She uses this information to ensure that children's needs are consistently met and they are offered appropriate support and are therefore meaningfully included. The childminder demonstrates a genuine enthusiasm for her work and continuously reviews her practice. This supports her in providing a childminding service which is responsive to children's needs. She is developing effective self-evaluation procedures to ensure that she has a clear overview of her work and to enable her to implement appropriate improvements.

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further?

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

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further?

 develop further the assessment and planning procedures to show how children's next steps are consistently fed into the overall planning in order to provide further experiences which are appropriate to each child's stage of development  improve the systems for organisation of the setting by developing the use of self-evaluation to support ongoing improvements. 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's thorough understanding of issues relating to safeguarding children means that she is able to promote children's welfare at all times. A written procedure further supports this, enabling her to identify any children at risk and take appropriate action. Thorough risk assessments have been carried out and are regularly reviewed, ensuring that children's safety is consistently promoted. The childminder also ensures that her assistant has undergone appropriate checks to ensure her suitability. Ongoing explanations and good daily practice help children build up their understanding of safety issues. For example, young children discuss safety in the car and understand the importance of using car seats and restraints.

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the early years provision

The childminder demonstrates a genuine commitment to the continuous review of her work and to making changes to her practice that improve the outcomes for children. Recent improvements include the reorganisation of resources and the play area, improving access to these and thereby promoting children's independent choice. Although the childminder has a clear vision for the future, the self- evaluation process is not fully utilised to inform the overall review of practice. Children are offered a range of activities that supports their learning because the childminder makes good use of resources. For example, she utilises community facilities such as local parks, a farm and toddler groups, in order to provide an extended range of opportunities.

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the early years provision

The childminder has a good understanding of issues relating to equality of opportunity and has written clear guidance to cover this area of work. This supports her in reviewing her daily practice to ensure that it is inclusive to all children and their families. Her good procedures for gathering information from parents help her to build a clear understanding of each child's background and needs. The childminder acts as a good role model, showing care and respect for all. This creates a positive environment, supporting children in understanding and respecting each other. The childminder maintains good partnerships with parents. She keeps them well informed of their child's activities and progress through daily discussions and the sharing of children's assessment records. Consistency of care is promoted as the childminder has a good understanding of the importance of maintaining links with others, caring for the children. For example, she works

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the early years provision

closely with the nurseries attended by some of the children.

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and outcomes for children

Children make good progress in all areas of learning because the childminder has a thorough understanding of the Early Years Foundation Stage. She observes children as they play, assessing their progress and using some of this information to inform the planning of activities, thereby supporting children's individual development. However, this is not fully promoted because the assessment and planning procedures do not clearly show how children's next developmental steps are consistently fed into the overall planning. The childminder ensures that her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 home is safe and welcoming, and children's behaviour demonstrates that they feel secure in this environment. They independently select resources and readily include the childminder in their play and discussions. They are therefore encouraged to take an active part in their learning and are developing positive

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and outcomes for children

The childminder is flexible, encouraging children to explore the resources and develop their own play. They are well supported in this because the childminder joins in appropriately and further promotes children's development. For example, young children explore the play dough and are then encouraged to name the colours, smell the dough and name the characters as they make them. Children's development is further promoted as the childminder makes use of incidental learning opportunities. For example, when looking at the play dough figures, children's awareness and vocabulary are extended as they are encouraged to notice the details of each character, going on to name key features, such as the eyes, nose and mouth.

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and outcomes for children

Clear forward planning and good organisation mean that children are offered additional opportunities. For example, they interact with their peers when they attend the local toddler group and enjoy visits to the farm to feed the animals. The childminder makes appropriate use of children's individual interests to help promote their development. For example, after noting that children like trains, the childminder extends their problem solving skills and develops their imagination by encouraging children to construct their own train tracks, count the trains and incorporate other resources such as cars and farm animals.

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and outcomes for children

Children's emotional development is promoted and they gain skills for the future as they are supported in developing appropriate relationships with each other and the childminder. Ongoing explanations and gentle encouragement from the childminder help children to appreciate other people's feelings and work together to resolve any disputes, thereby developing their awareness of appropriate behaviour. Their knowledge of diversity and the world around them is promoted as they participate in discussions and access relevant resources. For example, they enjoy looking at world maps, comparing the different countries and discussing their cultures and climates. The childminder's good procedures for working with parents mean that she is able to offer appropriate support to children who have special educational needs and/or disabilities and those who speak English as an additional language.

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and outcomes for children

Children's awareness of the relevance of healthy lifestyles and practices is promoted. For example, they understand why they need to cover their mouths when they cough or sneeze. They are offered regular opportunities to be active and explore a range of physical skills. Activities such as participating in action rhymes and using large play equipment in the park and garden help children develop skills such as control and coordination. Children of all ages learn about the uses of information and communication technology and therefore gain valuable skills for the future. For example, young children use age appropriate computers and interactive 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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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 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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