Childminder in Derbyshire

Inspection report for early years provision

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Unique reference number EY411737 Inspection date 08/11/2010 Inspector Angela Hufton

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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 registered in 2010. She lives with her parents and adult brother. The childminder's mother also works as a childminder and her father and brother work as assistants. Care is provided on the ground floor of the house where children have access to three rooms and toilet facilities. There is an enclosed garden for outdoor play. The detatched home is close to all local facilities and the childminder takes and collects from nearby schools. The setting supports children with special educational needs and/or disabilites and also children for whom English is an additional language. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

When working alone she may care for three children in the early years. Currently, she has one child on roll in the early years and supports her co-minder with the care of other children. The childminder is a member of the National Childminding Association.

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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 happy and settled in the childminder's care. They engage in a varied range of valuable first-hand learning experiences and share warm, friendly relationships with the childminder, her co-minder and assistants. The childminder has a secure knowledge and understanding of the Early Years Foundation Stage, and as a result, children make steady progress in their learning and development. Strong partnerships with parents have been established, which fully support children's care, learning and well-being. The childminder effectively promotes inclusion and securely meets each child's individual needs. The majority of documentation is in place and well maintained. The childminder has begun to develop systems to evaluate her practice and is fully committed to continuous development including improving knowledge of safeguarding.

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further?

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

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further?

 develop observations further to consistently make links to the 'Development matters' prompts to plan the next steps in a child's developmental progress and extend ways in which parents can contribute more fully to this process  improve records, policies and procedures required for the safe and efficient management of the setting and to meet the needs of the children with particular regard to accident, medication and existing injury records  ensure records clearly show how the care is organised to ensure ratios are maintained and who is caring for each child  develop evaluation systems to ensure the quality of children's learning, development and care continues to improve. 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 satisfactory understanding of issues relating to safeguarding children. Appropriate vetting procedures are in place to ensure that all adults in the household are suitable to be in contact with children. This means that she is able to safeguard children's welfare. The childminder is aware of additional literature to support her and has identified training in safeguarding to improve her knowledge and confidence to enable her to act immediately in children's interests. Within the home and garden, risk assessments ensure hazards are identified and suitable action taken to minimise associated risks. For example, safety gates are used to prevent access to upstairs. Children are supported in building a good understanding of safety issues. For example, they discuss safety when walking to and from groups and when visiting local parks and freely access associated books to reinforce their knowledge. The childminder has appropriate policies and most

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the early years provision

required records contain suitable levels of detail. Whilst registers of children's attendance are maintained, as required, these do not demonstrate which adults are with the children at any one time. This does not fully ensure children's welfare such as in the event of safeguarding concerns.

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the early years provision

The childminder has a well-developed understanding of issues relating to equality of opportunity and anti-discriminatory practice. This supports her in reviewing her work to ensure that her practice is inclusive to all children and their families. She works closely with parents and carers to ensure that she has a clear understanding of each child's background and needs. This information is taken into account when planning activities and in providing appropriate support to individual children. The childminder's good procedures for working in partnership with parents facilitate the exchange of relevant information about children and thus ensure that she can offer consistent and appropriate care. Ongoing discussions and the use of development books mean that parents are generally well-informed of their child's activities and progress and are being supported to contribute to the development books. Consistency of care is promoted as the childminder has a sound understanding of

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the early years provision

the importance of maintaining close links with others providing care for the children. The childminder maintains a genuine enthusiasm for her work and is committed to evaluating this and making changes to her practice that improve the outcomes for children. Children are offered a broad range of activities that support their learning because the childminder makes appropriate use of resources. For example, she utilises community facilities, such as, the library, local parks and the children's centre. The childminder works closely with her co-minder and assistants to ensure children are cared for appropriately.

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and outcomes for children

Children make steady progress in all areas of learning because the childminder has a clear understanding of the requirements of the Early Years Foundation Stage. She implements effective procedures for observing and assessing children, using This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 this information to inform activity planning and thereby promoting children's individual development. However, the assessment and planning procedures do not clearly show how their next developmental steps are consistently fed into the overall planning. The childminder ensures that her home is safe and children's behaviour demonstrate that they feel secure. They play contentedly, independently select toys and resources and enjoy opportunities to explore and try new activities. They are, therefore, supported in taking an active role in their learning and in developing positive attitudes to this. Children's emotional development is promoted

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and outcomes for children

and they gain skills for the future as they learn to play together and develop secure relationships with each other, the childminder and her co-minders. Ongoing explanations from the childminder enable children to appreciate other people's feelings. Specific activities, such as, board games, encourage them to work together and share the toys and resources, further developing their understanding of appropriate behaviour. Their awareness of diversity is developing as they access a good variety of resources, such as, books, costumes, puzzles, small world figures and posters and pictures displayed within the home, which further promotes their knowledge and understanding of the community in which they live and the wider world.

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and outcomes for children

The childminder's good procedures and experience of working with parents and other professionals mean that she is able to offer good support to children who have special educational needs and/or disabilities and children who speak English as an additional language. Children benefit from the good levels of individual attention they receive from the childminder. Parents say that they are extremely happy with the high quality care and learning opportunities that are provided for their children. Flexible daily planning means that children are offered opportunities to explore and experiment. For example, during cooking activities children are encouraged to note the changes as the different ingredients are added and then cooked and cooled. Children's knowledge and understanding is further extended as the childminder thoughtfully utilises their interests to help promote their development. For example, children enjoy activities about the weather linked to

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and outcomes for children

their interests. Children are offered additional opportunities; they enjoy craft activities at local groups, attend specialist play sessions at the Children's Centre and enjoy music. Children's enjoyment is enhanced and their learning supported because the childminder makes good use of incidental opportunities. For example, when playing with sand a child developed great interest in pouring this into bottles and working out how to get it out again without shaking it over the floor.

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and outcomes for children

Children are encouraged to understand the relevance of healthy lifestyles and practices. For example, they read age-appropriate books which explain why it is important to wash the germs off their hands before eating. They are offered plenty of opportunities to be active and explore a range of physical skills and movements. They develop control and coordination as they use large play equipment and participate in activities, such as, using slides and small wheeled toys. Children gain valuable skills for the future as they learn about the uses of information and communication technology. For example, they use interactive games, toy telephones and weighing scales. Young children's early language skills are developed through the childminder sitting and reading with them and encouraging young children to try and say new words. 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 2 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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