Childminder in WarwickshireOfsted inspection, 18 Nov 2010

Inspection report for early years provision

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Unique reference number EY409632 Inspection date 18/11/2010 Inspector Teresa Taylor

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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 family in Rugby. The whole ground floor of the house, the bathroom which is on the first floor and one bedroom are used for childminding. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of four children, of whom two may be in the early years age group. She is currently caring for one child in the early years age group. The childminder is also registered on the compulsory and voluntary part of the Childcare Register. Children can be taken to and collected from local schools and pre-school groups. The family has a rabbit and four chickens.

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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 are relaxed, settled and appropriately supported by the childminder. They are provided with a suitable range of play activities which ensures they are making progress in all areas of learning and development. The childminder has a suitable understanding of the Early Years Foundation Stage and actively encourages parents to be fully involved in all aspects of their child's care and learning. Appropriate policies and procedures underpin the childminder's practice, however, children's documentation and consents are not all in place and resources to support equal opportunities are limited. There are effective partnerships with parents and the childminder has the capacity for continuous improvement.

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further?

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

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further?

 increase the range of resources to help children become aware of, explore and question differences in gender, ethnicity, language, religion, culture, special educational needs and disability issues  obtain written parental permission for children to take part in outings  ensure information about who has legal contact with the child and who has parental responsibility is recorded  ensure regular evacuation drills are carried out with details recorded of any problems encountered and how they were resolved.

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the early years provision

The childminder understands the safeguarding procedures to keep children safe including the requirements of the Local Safeguarding Children's Board. The majority of policies, procedures and documentation for the effective and safe This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 running of the setting are well organised and effectively implemented. However, information regarding who has legal contact and parental responsibility is not accurately recorded, and written consent for outings is not in place. Parents are given copies of all policies and procedures. The childminder promotes all areas of equal opportunities and inclusion but there are very few resources to support children's independent learning. The indoor and outdoor environments are subjected to risk assessments to ensure any potential hazards to children are minimised but, although an emergency evacuation procedure is in place, it has not

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the early years provision

been practiced with the children. This may pose a risk to children in exiting the premises promptly in the event of a fire. A regular checking and cleaning schedule ensures children's resources are safe to use and the risk of cross-infection is minimised.

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the early years provision

The childminder has plans for the future of her setting and has identified areas for improvement. These include undertaking safeguarding training, food hygiene training and training to improve and extend her knowledge of the Early Years Foundation Stage. The childminder is committed to continuous improvement to improve outcomes for children. She is proactive in obtaining the opinions of parents and reflects on her practice to ensure appropriate care and learning opportunities are provided for the children. Parents have access to daily discussions, individual three monthly meetings and are welcome, at any time, to make additional appointments to discuss any areas of concern. Parents are actively encouraged to be fully involved in all aspects of their child's care and learning, and are provided with questionnaires enabling them to make comments should they wish. Recent comments from parents included the following regarding the

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the early years provision

childminder and her care, 'I couldn't have wished for better'.

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the early years provision

The childminder actively promotes the individuality of each child. She provides suitable age-appropriate activities and resources to ensure all children can participate in all the play opportunities regardless of gender, background, ability or disability. The childminder encourages children to be proactive in their own learning by providing resources to promote their play and exploration. All children and families are highly valued and respected.

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and outcomes for children

Children make appropriate progress as they enjoy a range of stimulating activities. They are very settled and relaxed and are given a high level of support to ensure that they develop fully as individuals. Planning ensures children are provided with a range of creative learning experiences which keep them involved and eager to learn. Information is obtained about children's starting points and carefully undertaken observations, assessments and clear identification of children's next steps ensure all aspects of individual needs are met.

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and outcomes for children

Children are very confident when exploring the environment. They play an active role in their own learning by making choices and decisions with the childminder providing appropriate support. A range of planned activities help children to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 understand the wider world as they explore the natural environment. They discuss other cultures, abilities and disabilities and celebrate festivals through a range of art and craft activities, stories and different cultural foods. However, resources to promote children's independent learning are limited. Children freely express their feelings and respond very well to the childminder's verbal and non verbal communication. Children play both independently and together and are beginning to understand why they need to take turns and share. The childminder is adept at promoting communication skills and this enables children to develop skills for their

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and outcomes for children

future. They make good progress in their communication, language, problem solving and number skills as they enjoy a range of play activities. For example, while playing with the bricks a child was encouraged to try and balance one on another and then bang them together, listening to the sound. At another activity a child was fascinated by bangles from the treasure basket and how the light glittered on them. The childminder encouraged the child to shake them together and recognise the different sound they made compared to the blocks. Colour and numbers are included in all activities. Children have access to a range of writing, painting and drawing activities and their work is displayed along side a collage of photographs of them enjoying activities. The childminder follows through requests from parents to undertake additional activities to promote specific areas of learning, and even the youngest children are encouraged to explore messy

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and outcomes for children

activities to learn about textures. Planning is linked to the six areas of learning. This ensures children have the opportunity to experience activities covering all the areas of learning and development. Children are actively encouraged to access books, sing songs and repeat favourite nursery rhymes. They enjoy physical activities and regular visits to the library, children's centre and soft play areas.

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and outcomes for children

Children have a clear sense of belonging within the security of the childminder's care. They show they feel safe and are confident by their actions, laughter and responses to the childminder. There is clear affection between the children and childminder and cuddles are freely given and received. Children are given age appropriate explanations regarding keeping themselves safe and their behaviour is good.

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and outcomes for children

Children are provided with appropriate information about healthy foods as the childminder discusses how milk encourages their bones and teeth to grow and exercise makes their muscles strong. Children have access to an appropriate range of outdoor play resources and also regularly visit soft play areas. Children's general good health is promoted as the childminder supports children to wash their hands, blow their noses and understand about good hygiene in relation to the pets. Children are provided with individual flannels and towels to prevent cross-infection. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 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: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 undertake a qualification at a minimum of Level 2 in an area of work relevant to childcare, or training in the core skills as set out in the document common core of skills and knowledge for the children's workforce. 20/01/2011

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