Childminder in Leicestershire

Inspection report for early years provision

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Unique reference number EY396206 Inspection date 17/11/2010 Inspector Claire Jenner

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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 2009. She lives in a house in Leicester Forest East with her partner and two children aged seven and four years. Within the home children have access to the hall, front room, play room, kitchen/dining room and an upstairs bedroom. They also have access to the family bathroom and an enclosed garden. The family have 3 dogs. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register and she may care for a maximum of four children at any one time. There are currently four children on roll all of whom attend on a part-time basis.

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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 has a very good understanding of the Early Years Foundation Stage which is successfully implemented to support children's overall learning and development. She creates a welcoming and stimulating environment and provides a broad range of activities and learning experiences both indoors and outside. The childminder ensures all children are valued and included. She has developed extremely strong relationships with parents and information obtained from them helps her to identify and address any specific needs. In addition, the childminder has fostered positive relationships with other providers and agencies working with children to promote continuity of care and development. The childminder demonstrates a commitment to continued development and has begun to reflect upon her practice through the use of self-evaluation to improve her service to children.

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further?

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

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further?

 extend systems for self-evaluation and reflective practice to further identify strengths and priorities for improvement that will continue to improve the quality of provision for children  extend the current equality of opportunities written policy to ensure that all the necessary detail with regard to supporting children with learning difficulties and disabilities is included.

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the early years provision

Children's welfare, care and safety are effectively promoted by the childminder because she has a good understanding of what she needs to do to keep children safe. For example, a daily visual assessment of the environment, equipment and resources helps to minimise most possible risks to children and a detailed written record is maintained and reviewed appropriately. She provides a good level of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 supervision within the home and when on outings ensuring children are within her sight or hearing at all times. The childminder is aware of her responsibility to ensure that all adults who spend time with the children are suitable to do so and ensures the necessary checks for herself and family have been completed. The childminder has a good understanding of child protection issues and how to report any concerns to the relevant agencies. A detailed safeguarding policy is in place

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the early years provision

The childminder's home is very well organised to provide space for children to play comfortably and with confidence and they move freely between the identified play spaces. For example, a young child plays in the playroom with the cars and bricks before moving to the kitchen to play with the play dough. They have excellent opportunities to make choices in their play as they are able to self-select from the broad range of attractively presented good quality toys and resources which are stored in open, low level units. Consequently, children develop their independence and decision making skills. The childminder has a positive attitude towards equality and diversity and is highly committed to providing an inclusive service. Good consideration is given to meeting the needs of all children and making the environment welcoming to all. For example, photographs of the children and their families and examples of the activities they have been engaged in are displayed

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the early years provision

throughout the play room. The childminder provides a range of activities that link to increasing children's awareness of the wider world and she engages all children in play, providing equipment that they show an interest in. For example, a selection of wooden trains that a young child particularly enjoys playing with. The childminder has prepared a positive equal opportunities policy, however, this lacks some of the necessary detail and so does not yet fully support her practice.

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the early years provision

The childminder has established excellent relationships with parents. She provides a comprehensive range of written information about her service, including policies on safeguarding, complaints, illness and behaviour management. She ensures that she has all the necessary information to meet the children's individual requirements, such as, their personal health and dietary needs, routines and interests. Ongoing communication through daily discussion and written two-way diaries ensures that parents are kept well informed of the children's daily routines and progress and that any changes can be acted upon rapidly. The childminder has recently implemented a 'texting update' which parents have responded positively to. In addition, the childminder provides detailed information on the play and learning activities that she provides and ensures that parents have easy access to look at and contribute to their child's developmental records. Parents are

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the early years provision

encouraged to share their thoughts about the service they receive and state that they are very happy with the care and learning opportunities provided. The childminder has forged positive relationships with other providers delivering the Early Years Foundation Stage to the children in her care. Thus ensuring the needs of children are shared with all those that support them, promoting positive outcomes for children.

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the early years provision

The childminder demonstrates a clear commitment to her work and places a high emphasis upon her own professional development through accessing relevant courses to update her knowledge and understanding. Systems for monitoring and self-assessment are developing and the childminder has been pro-active in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 canvassing parents' views through regular questionnaires. As a result, she has begun to identify areas for improvement. However, these systems are not yet sufficiently robust for the childminder to confidently prepare a clear action plan for future development.

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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 enjoy a balance of play and learning opportunities across all the areas of learning. She has an enthusiastic and knowledgeable approach towards the delivery of the learning and development requirements within the Early Years Foundation Stage. The childminder has made a good start in formally observing children using clear and detailed observations to identify what they know and need to do next. Information gathered is used effectively to enable the childminder to plan a broad range of appropriate and challenging learning experiences for all children dependent on their individual interests and abilities.

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and outcomes for children

The childminder creates a warm and friendly family environment and has developed good relationships with the children who enjoy their time with her. They feel secure and confident as they are familiar with the routines, know the environment well and are supported by the childminder in all that they do. They have excellent access to a broad range of age appropriate toys and resources. The childminder is skilful in allowing children to take the lead and initiate their own play but compliments this effectively with appropriate adult-led activities in order to extend children's learning further.

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and outcomes for children

Children's early communication is promoted because the childminder talks to them about everyday routines and what they are doing as they play. For example, as a young child 'makes dinner' in the role play area the childminder talks about what they are doing to 'prepare his meal' and the ingredients they need. Children enjoy looking at books with the childminder and together they look at familiar words and pictures. Children enjoy singing action songs and rhymes enthusiastically join in with the movements in familiar songs. Through practical activities the childminder helps children to develop their awareness of colour, shape and counting. For example, they identify the colours of the shapes as they post them through the correct holes and count the number of segments on the orange as they enjoy their snack of fresh fruit.

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and outcomes for children

Children's personal, social and emotional development is well promoted as the childminder regularly praises them for their achievements regardless of how large or small. She is calm and affectionate in her dealings with them and acts as a good role model. For example, treating them with respect and consideration and encouraging them to do the same. Young children are beginning to learn to co- operate with each other as they are encouraged to share and take turns with play materials and resources. Children generally behave well and any minor disputes are quickly diffused by the childminder. For example, a disagreement over a toy is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 soon resolved as the childminder redirects one child to another similar toy and agrees that it should be 'one each'. Children have ample opportunities to be creative as they have free access to the creative cupboard which contains a good

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and outcomes for children

range of materials and resources for children to use. Young children ask if they can paint and confidently go to the cupboard to fetch the appropriate materials, although are distracted by the play dough and go onto spend time rolling, squeezing and manipulating the dough into different shapes instead. Children also enjoy taking part in cooking activities on a frequent basis.

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and outcomes for children

Children are able to gain an awareness of technology as they explore a range of battery operated toys. For example, an animal puzzle game that makes the noises of the animals as the correct pieces are fitted or the toy telephone with buttons to press. Children begin to learn about the wider society and diversity as they play with a range of resources that support this. The positive environment encourages children to respect others and make relationships. They have frequent opportunities to enjoy physical activity both within and outside of the home. For example, frequent trips to the park or access to the garden where children can run and play on a range of equipment. Very young children enjoy practicing their walking skills as they move from one end of the kitchen to the other, excitedly running into the arms of the childminder who waits with her arms outstretched. Children are cared for in a clean and hygienic environment and they are

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and outcomes for children

successfully encouraged to think about their own personal hygiene. For example, they wash hands before eating and brush their teeth after each meal. The childminder provides a balance of meals and snacks and talks about healthy eating during daily routines and activities. 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 1 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 1 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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