Childminder in WorcestershireOfsted inspection, 26 Jan 2011

Inspection report for early years provision

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Unique reference number EY414840 Inspection date 26/01/2011 Inspector Donna Stevens

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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 husband and three children aged eight, six and two years but works with another registered childminder at the co-minder's house, in Hagley, Worcestershire. The co-minder's husband and two children aged ten and eight live at the property. Areas of the ground floor of the co-minder's house are used for childminding and there is a fully enclosed garden for outside play.

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Description of the childminding

The childminders work as a team and when working together are registered to care for a total of eight children under the age of eight, no more than five of whom may be in the early years age range at any one time. When working at the address alone, the childminder is registered to care for a maximum of three children under eight years, no more than two of whom may be in the early years age range at any one time. There are currently five children attending who are within the Early Years Foundation Stage, all of whom attend on a part-time basis. The childminders currently provide care on Mondays, Tuesdays and Wednesdays. The provision is registered by Ofsted on the early years register and the compulsory part of the Childcare Register. The childminder is able to take and collect children to and from local schools and pre-schools and makes use of local facilities such as toddler groups, parks, shops and library.

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Description of the childminding

The childminder holds a Level 3 childcare qualification.

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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 closely with her co-minder to create an environment where all children are made to feel welcome and valued. Children benefit from the good quality care provided and are happy and secure. The childminder works closely with parents and carers to ensure the children's individual needs are extremely well met. Systems have been developed to evaluate her practice, identifying and addressing areas for improvement. Close links have been formed with other settings that children attend, ensuring continuity of care and learning. These close partnerships along with a range of activities and opportunities provided for the children enable them to make good progress.

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further?

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

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further?

 develop further the procedures to evaluate the provision and implement areas for improvement to include opinions of parents and carers. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are well safeguarded, with good-quality, robust policies and procedures that are shared with parents. The childminder has a good understanding of her role and responsibilities with regard to safeguarding children's welfare and has attended recent training ensuring that she is up to date with local guidance. Detailed risk assessments and daily safety checks ensure that both the indoor and outdoor play areas and places that children visit are safe and risks to children are minimised.

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the early years provision

The childminder works closely with her co-minder to ensure that they continue to provide good quality care for children. Each month they meet for a morning without the children to evaluate the months activities, children's progress and review policies and procedures to ensure they remain up to date. They then plan for the next month, taking into consideration children's achievements and areas where they may need more challenge or support. Working as a team enables them to identify their strengths, for example the childminder cooks the children's meals each day whilst her co-minder takes the lead on paperwork. Together they have completed the Ofsted self-evaluation and have used it to clearly identify areas of the practice where they can make improvements that impact on the children currently attending. For example, they identified that they needed to offer more opportunities the children to develop skills of reasoning and problem solving and

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the early years provision

ensure that this is included in future plans and activities. The planned introduction of a questionnaire for parents will allow the childminder to develop the self- evaluation system further so that their ideas and opinions can be used in identifying possible areas for improvement.

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the early years provision

Good relationships with parents and carers are developed through verbal discussions at each end of the child's day to ensure that relevant information can be shared and children receive continuity of care. Parents are provided with good- quality written information, including policies and procedures. Individual learning journeys include photographs of children's achievements and activities and are personal and meaningful to parents, providing information about how children develop their skills. These are taken home regularly to share with parents. The childminder positively promotes equality of opportunity and works closely with parents and carers to ensure that children are valued and their cultures and ways of life celebrated and shared.

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and outcomes for children

Children make good progress towards the early learning goals and in all areas of their development because the childminder has a clear understanding of the early years foundation stage. They have a good selection of toys and resources that support their individual stages of learning and development. Their independence is encouraged as they select their own toys and activities. Children enjoy a good mix of adult-led and child-initiated play. Importance is placed on supporting children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 social and emotional development and from when children first start in the setting they enjoy a high level of adult support. This encourages shy or reserved children to feel secure and confident. As they settle into the group they play happily with others either leading games or taking guidance and direction from their peers. They are also confident to play independently, developing important skills for the

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and outcomes for children

future to allow them to become independent and cooperative learners. Activities are changed regularly to ensure that younger children do not become bored or fractious and over the course of their day they are able to develop their skills across all six areas of learning.

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and outcomes for children

The childminder spends a great deal of time involved in the children's play and loving and caring relationships between herself, her co-minder and their peers are evident. Children are very happy in the setting and join in enthusiastically with games and activities. The childminder works closely with her co-minder to provide individual support to children, allowing older children to experience more challenge in their play as they complete a large floor puzzle whilst younger children develop their problem-solving skills with cause and effect toys and construction materials. The childminder knows the children extremely well and is able to recognise any change in behaviour providing additional comfort and affection to ensure that children always feel safe and secure. Children are sensitively observed during their play and the childminder uses these to assess their level of development and plan for their next steps in learning.

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and outcomes for children

Children are well behaved and are kind and caring towards each other. The childminder provides clear and consistent boundaries so that they develop an understanding of acceptable behaviour and through their play learn to share, take turns and engage in positive behaviour. When completing a large floor puzzle they take it in turns with the childminder to put pieces together and learn that by working together as a team they can achieve the finished result. Children who behave inappropriately are asked not to do so, given a gentle explanation about the consequences of their actions and moved away from an activity or toys if necessary. Children learn from a young age to respect and celebrate other cultures and ways of life. The childminder provides excellent support for children to whom English is an additional language. She has learnt some simple words and phrases to be able to attend to the child's welfare needs. These words are then repeated

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and outcomes for children

along with the English word or phrase and all the children enjoy hearing and speaking both languages. Children enthusiastically share their ideas and knowledge about their own and other cultures. This natural integration into everyday activities and routines encourages them from a young age to value respect other ways of life.

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and outcomes for children

Healthy eating is actively encouraged and the childminder and co-minder plan nutritious snacks and meals which the childminder makes using fresh ingredients. Mealtimes are sociable occasions where children develop social skills and table manners and they enjoy taking part in simple cooking and food preparation activities. They develop an understanding of healthy lifestyles as they spend time playing outside and regularly walk to and from the local school. They learn to keep themselves safe as they practice the fire evacuation procedure and learn about road safety. The close relationship between the childminder and children creates an environment where children feel safe to share their worries and concerns. 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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