Childminder in CambridgeshireOfsted inspection, 17 Dec 2010

Inspection report for early years provision

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Unique reference number EY396167 Inspection date 17/12/2010 Inspector Anna Davies

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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 with her husband and one child aged 18 months in a village just outside of Peterborough City centre, Cambridgeshire. The whole of the ground floor and the first floor bathroom is used for childminding and there is a fully enclosed garden for outside play. Toilet facilities are also located on the ground floor. The house is within walking distance of local amenities such as schools, the library, shops and parks. The family have no pets. The childminder is registered on the Early Years register as well as the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children under eight years at any one time, of which two may be in the early years age range and two may be under one year. She is currently minding two children in this age group. She is also able to offer care to children aged over five years to 11 years. The childminder is a member of the

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Description of the childminding

National Childminding Association and is working towards the Early Years and Childcare Quality Framework.

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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 in their learning and development. Effective policies and procedures are followed and safety is highly regarded. Effective partnerships between the childminder and parents ensure children's unique needs are met. Partnerships with other providers when children attend more than one setting, are less established. The childminder understands her strengths and identifies suitable areas for development. She has made good progress to develop her provision since registration and demonstrates good capacity to maintain continuous improvement.

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further?

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

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further?

 develop closer links with other settings providing for children in the Early Years Foundation Stage, with specific regard to sharing information about children's learning and development  develop the range of information gathered about children's learning, giving parents ongoing opportunities to contribute what they know about their child to their assessment records  develop the range of toys and resources that enable young children to gain a positive view of diversity. 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 has a secure knowledge and understanding of safeguarding children procedures and has attended training in this area in the past. She has a comprehensive written policy in place and this is shared with parents so that they are aware of her duty to protect children. Thorough risk assessments are conducted and records maintained. This ensures that children play in a very safe environment where hazards and risks are identified and minimised both on the premises and when on outings. The childminder is well organised; clear documentation and good record keeping promotes the safety and welfare of the children and underpins the good quality care offered.

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the early years provision

The childminder provides a welcoming and inclusive environment where each child is valued and they are clearly settled and comfortable in her care. She has a good knowledge of child development from her previous job roles within childcare and uses this well as she plans and delivers activities, thereby enabling every child to achieve. Children have access to toys and resources at their level enabling them to make independent choices in their play. A well resourced playroom is used primarily by older children and is a warm and welcoming environment. Although the garden is currently not in use, the childminder plans other daily outdoor experiences for the children to ensure they get plenty of fresh air and exercise.

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the early years provision

The childminder works positively in partnership with parents to ensure children's individual needs are fully met. Clear information is gathered from parents about their child before they start so that the childminder knows children's individual needs and backgrounds as well as their basic starting points. A daily diary is maintained for the youngest children and daily discussions with parents ensure that they are kept up to date about their child's day. Feedback from questionnaires issued to parents is very positive, one commenting that the childminder is 'warm hearted' and has 'obvious affection for the children in her care'. Children's views about what they enjoy doing at the childminders, are also sought. However, the childminder has yet to fully explore ways to establish effective partnerships with other providers also caring for children in her care to ensure that two-way information is shared in relation to their learning and development.

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the early years provision

In the short amount of time since registration she has firmly established a good quality provision. The childminder wants to continue to provide a good quality service for both children and parents. The childminder has secure systems of self- evaluation in place and works with her Early Years Advisor to create action points to address. For example, she is aware of the need to improve the range of toys and resources that help young children to appreciate and understand diversity as these are currently limited. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder has a good understanding of children's learning needs, interests, the stage of development they are at and the aspects of development she wishes to promote next. She supports children effectively as they play. For example, she encourages young children to share the enjoyment of books, clearly labelling pictures of animals for younger children such as the 'snake' and gets them to try to imitate the 'ssss' sound it makes. This effectively supports their early language development. The childminder uses spontaneous opportunities for learning such as bouncing children on her knees during favourite songs and rhymes such as 'Humpty Dumpty', which the children enjoy. The childminder is always mindful of ensuring that all children have equal attention during activities. Effective observation, planning and assessment arrangements are established. Each child has their own observation scrapbook. The childminder records regular observations

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and outcomes for children

and links these to the areas of learning so that she can be sure that her activities are broad and balanced. The scrapbooks contain a variety of evidence to demonstrate the good progress children are making including some general starting points from parents at the start of care. However, contributions from parents about what they know about their child on an ongoing basis, are not yet effectively used in order to further enhance assessment procedures.

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and outcomes for children

Children are very happy and settled in the childminder's care. They share warm relationships with her and her own child. The childminder's own child provides a good role model for minded children, for example, using spontaneous manners. Children are encouraged to share and take turns and do so readily. They have good opportunities to make marks using chalk, pens, pencils and crayons. Young children begin to solve problems because the childminder gives them time to think problems through. For example, she allows children to explore the 'push and go' toy, giving simple instructions when needed. Older children enjoy board games involving dice or sorting colours which challenges their problem solving skills. They enjoy learning about nature through walks, for example, looking at how trees have grown and what they need in order to do this. A good range of electronic toys enable children to learn about cause and effect as well as encouraging early

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and outcomes for children

Children make regular trips out into the local community and attend various toddler groups to enable them to socialise with others. They have some opportunities to learn about the diverse society in which they live through planned and spontaneous activities and discussions. All of these simple activities begin to lay the foundations to support the children's future economic well-being.

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and outcomes for children

Children learn about a healthy lifestyle by becoming involved in regular cooking activities, talking about where food comes from and playing games related to healthy and non healthy foods. Play equipment at the local park such as a fireman's pole, appropriately challenges older children's physical skills, coordination and balance. Children have good opportunities to develop their creativity through a range of art and craft activities, baking, music and role play. These activities are further extended at local toddler groups. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children's welfare is effectively promoted. Children are cared for in a clean environment. They are learning good hygiene routines from a young age and the childminder acts as a good role model, for example, wiping the highchair tray before children sit to eat from it. Children each have individually colour labelled

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and outcomes for children

hand towels which reduces the risk of cross contamination. The childminder works with parents regarding the provision of main meals for children. Snacks are provided by the childminder and these are healthy and nutritious. Children have regular access to drinks throughout their time at the childminders house which ensures that they remain hydrated. Children feel safe and secure and this is demonstrated through their very contented and happy disposition. They begin to learn about simple safety rules such as not touching the Christmas tree or throwing toys, which helps them to begin to take responsibility for their own and others safety. Clear documentation is in place to record any medication administered and any accidents that occur. The childminder has a valid first aid certificate which ensures that she is able to deal effectively with minor injuries. The childminder demonstrates a very positive approach towards behaviour

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and outcomes for children

management. Children receive lots of praise for their efforts and achievements which effectively boosts their self-esteem. 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 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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