Childminder in Doncaster

Inspection report for early years provision

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Unique reference number 317963 Inspection date 25/01/2011 Inspector Paula Fretwell

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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 1994. She lives with her husband and two teenage children in Doncaster. The childminder's husband and daughter are registered as assistants.The whole ground floor of the property is used for childminding purposes. There is a fully enclosed garden available for outdoor play. The family has a dog.

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Description of the childminding

The childminder is registered to care for a maximum of 6 children under eight years at any one time, no more than 3 of whom may be in the early years age range. She is currently caring for 3 children in this age group. The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder attends a number of groups within the community during the week. 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 outstanding.

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The overall effectiveness of the early years provision

Children are cared for in an extremely welcoming and inclusive environment in which the childminder values the uniqueness of each child. Children enjoy a wide range of innovative learning experiences which capture their imagination and support their learning very effectively, both in the setting and local environment. This enables them to make excellent progress towards the early learning goals in all areas. Excellent relationships are established and maintained with all parents, with the childminder taking great care to ensure they are fully involved in all aspects of their child's wellbeing, learning and development. Very high priority is given to monitoring the provision, ensuring continuous improvement of a very high quality in all areas, with parents and children fully involved in the process, resulting in a service that is highly receptive to the needs of all its users.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 enhance the provision further and improve outcomes for children, for example, by extending relevant knowledge, skills and expertise.

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the early years provision

Stringent safeguarding procedures ensure children are protected from harm. The childminder understands fully what to do in the event of a safeguarding concern or allegation and all necessary contact numbers are easily accessible. Thorough risk assessments ensure premises are free from hazards. These reflect children's needs This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and are regularly reviewed. The records, policies and procedures are superbly organised and are highly effective in supporting the childminder's service. Excellent resources are fully utilised to ensure children make maximum progress towards the early learning goals. Areas of play are imaginatively presented to inspire and motivate children. The environment is rich in images that reflect diversity, giving children many opportunities to learn about similarities and differences. For example, a book with information in Braille helps children to learn that not all

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the early years provision

people are able to read with their eyes. The childminder is passionate about her role in helping children achieve positive outcomes. She is highly committed to continuous improvement of the setting, conducting regular and systematic evaluation of the quality of the provision. The childminder uses the 'Children Come First' yearly monitoring form to help her in this process, along with questionnaires to children and parents. Parents rate the childminder as 'excellent' and comments are very complimentary.

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the early years provision

Parents actively share information about their child and this enables the childminder to have an insight into children's personal routines, likes and dislikes. For example, photographs and observations from home are shared with the childminder and children delight in showing these off. Relationships between the childminder and parents fully support children's individual needs; communication is thorough and written consent is in place for all aspects of children's care. The childminder gives very high priority to working with other Early Years Settings that children attend in order to maximise opportunities for them to learn. For example, she extends children's knowledge of their recent nursery topic about birds by providing suitable props, books and discussion. Within the community, the childminder is proactive in improving opportunities for young children and she is instrumental in organising a regular singing group. She maintains regular

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the early years provision

involvement in the local Children's Centre and her input with this is highly regarded.

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and outcomes for children

Children show a strong sense of security and feel very safe within the setting. They make extremely good progress because they are happy and confident in the superbly resourced learning environment. The childminder is highly focused on meeting children's individual needs and she knows each child very well. High quality interaction and well-considered questions inspire children to use their reasoning skills to resolve problems. Play is an excellent balance of adult-led and child-initiated events. The childminder enters into the spirit of play with children but also skilfully stands back and observes, giving them time to learn from each other and at their own pace. She has superb knowledge of the Early Years Foundation Stage and provides consistently meaningful learning opportunities that are prompted by children's individual interests. Children spontaneously engage in imaginary play, making dens under the table and becoming pirates with cardboard

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and outcomes for children

tube telescopes. Children's assessments are highly comprehensive and carefully plot their progress against individual areas of learning and are used well to plan for the next steps in their learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children's well-developed social skills wholeheartedly support their learning as they include others in their play. Children become fully engrossed during imagined scenarios, discussing problems and devising solutions with others. For example, they discuss what styles they would like in the hairdressers role play and how to avoid cutting their fingers on the sharp scissors whist pretending to cut hair. They make appointments and write these down in the book and make extensive telephone calls to customers. Children discuss with one another how to care for their baby and they agree together what the baby needs. They enthusiastically use

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and outcomes for children

puppets in their play, singing and story times and the childminder helps them to recognise sounds, such as 's' for 'snake'. Children confidently sing a range of songs, including traditional and pop music with accompanying actions. Older children write their own books and these are included on the bookshelf with other books. Children explore an excellent range of natural as well as man-made materials. They creatively make pictures on the floor using arrangements of pebbles and they invite the childminder to help them create monsters with teeth. She uses these opportunities to extend their learning, by counting and using mathematical language, such as biggest and smallest. Children notice the sounds the stones make as they tidy them away and they discuss how heavy they are.

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and outcomes for children

Excellent procedures are in place that support children's health and well-being. For example, children consistently follow good hygiene routines and know how to keep themselves healthy. Fresh air and exercise is an integral part of the children s routine and they love to spend time outdoors. Children develop a sense of awe and wonder as they discover nature and there are many innovative opportunities for them to learn about the natural world. For example, they enthusiastically explore the local woods and build exciting dens from branches. Children enjoy going for 'listening walks' to hear all the different sounds in the outdoor environment. Healthy eating is fully promoted and the childminder has an excellent understanding of each child's individual dietary requirements, working closely with parents at all times. Children help themselves to drinks at any time, which ensures they are not thirsty. They learn about healthy foods through discussion and

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and outcomes for children

activities. For example, they enthusiastically serve fruit and vegetables as they role play in the greengrocers and talk about which foods are good for them. Children are helped to understand their own needs for rest and sleep and the childminder promptly interprets their cues accurately. For example, she quickly notices when children are tired and helps them to settle for sleep, discussing this with them. Gentle reassurance and cuddles are given to babies as they wake from their sleep and the childminder gives them time to feel secure before they join in with play.

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and outcomes for children

Children are settled in their own preferred routine and they know the boundaries for expected behaviour. The childminder praises positive behaviour and fully supports children in building relationships with each other, acting as an excellent role model for them to follow. Children enjoy receiving stickers as rewards for desirable behaviour and they proudly show these off. Children have lovely manners and they use these in their interaction with the childminder and each other. The childminder's genuine interest in children's development is evident as she celebrates and takes pride in their achievements. 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 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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