Childminder in Derby

Inspection report for early years provision

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Unique reference number 206011 Inspection date 27/01/2011 Inspector Jayne Rooke

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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 2000. She lives with her husband and two children aged 11-years-old and over 16-years-old in Littleover, Derbyshire. The whole of the ground floor of the property is used for childminding. There is a fully enclosed garden available for outside play. The childminder takes and collects children from local schools and pre-schools. The family has a dog and two cats.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently three children attending who are within the Early Years Foundation Stage. The childminder also offers care to seven children aged over five years to 11 years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language. She 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 good.

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The overall effectiveness of the early years provision

Children enjoy an excellent and varied range of play and learning experiences in a rich and stimulating environment. Outdoor play is a significant feature of children's learning and development. Children are valued as unique individuals and practice is fully inclusive. The childminder builds friendly and supportive partnerships with parents, carers and other professionals, ensuring children receive consistent and complementary care. The childminder is highly committed to continuous professional development through effective self-evaluation. Records and procedures are detailed in their content in most areas.

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further?

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

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further?

 update policies to ensure that they include accurate contact details for Ofsted clarify the allegations procedure in the written safeguarding policy.

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the early years provision

Children are protected from harm and neglect because the childminder is clear about what to do and who to contact if she has concerns about their well-being. Her written safeguarding policy sets out clear guidelines and procedures for most areas, except the allegations procedure. This means that potentially parents are not fully informed of all aspects of the provision relating to their child's safety and well-being. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder is vigilant about children's safety and security. They remain under her close supervision at all times and take part in a regular fire drill. Risk assessments are thorough, ensuring that children can move freely and safely around the home and be adventurous outdoors.

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the early years provision

The childminder holds professional childcare qualifications and actively seeks out training courses to continually update her knowledge and skills. She uses her existing childcare experience well to support children's development and learning. She has attended a number of workshops which help her to manage, evaluate and improve her practice, leading to effective self-evaluation. Consequently, ideas for improved developments are clearly set out and implemented. Recommendations from the previous inspection have been mostly addressed. As a result, written permission is obtained for transporting children in a vehicle and current child protection information is in place and understood. However, the written policy lacks full detail. Therefore, a further recommendation hs been set to address this issue.

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the early years provision

The childminder works well with other professional organisations. She works in close partnership with the local authority advisory team and has previously participated in a recognised accreditation scheme. She is part of a locally established parent network which promotes continuity of care for children in the event of any unforeseen circumstances. She is an active member of her local community, running a scout group. She encourages children to use community facilities outside of the home. Consequently, they regularly attend the local library, shops and various activity groups to extend their play and learning experiences. Children develop a healthy respect for people's differences and similarities through interesting activities and projects. They go on outings to diverse communities so that they observe the cultural traditions and beliefs of others. The childminder skilfully uses this opportunity to show children different religious buildings, such as,

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the early years provision

mosques and churches. Children have excellent access to a broad range of toys, games and play equipment which they can choose freely. Pictures, posters and children's photographs are attractively displayed which extends their learning opportunities and helps them to develop a sense of pride in their achievements. The childminder promotes inclusive practice. She uses her experience and skills well to support children with special educational needs and/or disabilities, and those who have English as an additional language. She liaises closely with parents and other childcare or health professionals to ensure that children with identified needs receive appropriate support at an early stage.

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the early years provision

Partnerships with parents are very secure. Detailed information about their child's routines, events and progress is shared in a variety of ways. Parents' views are sought through discussion and questionnaires. Written comments show that parents feel 'confident' and 'comfortable' with the childminder's 'five star service'. They appreciate her 'warm' and 'thoughtful' approach so that children are valued as individuals. They feel engaged in children's play and learning which is cleverly linked to themes, promoting a 'very high standard of education', 'comparable to early years settings'.

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the early years provision

All of the necessary information, records and consents are in place so that This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children's needs are met and managed effectively. Comprehensive written policies covering most aspects of the provision help parents to understand the childminder's regulatory roles and responsibilities. However, the contact details for Ofsted are inaccurate, mimimising opportunities for parents to express their compliments or concerns. Parents and carers are kept up-to-date with what their children are doing through daily discussion and learning journey records. This offers many opportunities for them to become actively engaged in planned activities and encourages them to support their child's learning at home.

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and outcomes for children

Children are actively engaged in an excellent range of self-chosen and planned activities and projects, which cover all areas of learning. Consequently, their learning and development is significantly enhanced. The childminder expertly supports each child, offering appropriate levels of challenge to extend their skills and confidence. She sets out clear learning intentions to advance children's knowledge and experiences. For example, children show patience and understanding as they wait for their turn during a baking activity. They understand and follow safety rules to prevent themselves from getting hurt near the cooker. Children develop excellent skills in reading and writing through meaningful practical experiences. Their speech, language and communication is fostered at every opportunity through daily discussion, stories, rhymes and songs. They use mathematical language for counting, estimation and calculation during well-

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and outcomes for children

planned and implemented activities. Resources are readily accessible to them which encourage them to use numbers for counting and to make choices and decisions about their everyday play.

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and outcomes for children

Children develop curiosity and interest in finding out about the world around them, the way they live and each others lives. Quiz games are a favourite group activity which stimulates their thinking and curiosity about a variety of subjects and the global environment. Planting and growing projects enable children to learn about the natural world and to consider issues regarding healthy eating and sustainability. Outings to diverse communities and many other areas of interest, enhance children's knowledge of their local and surrounding area. Educational themes and projects are skilfully designed to extend children's knowledge and interest in the many cultural traditions and beliefs from around the world. As a result, children are inspired to be imaginative in their creativity and role play. Children proudly display their Chinese New Year pictures and models around the home. They use the costumes and props they make in their dramatic play to

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and outcomes for children

create and act out a story about the Chinese Dragon.

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and outcomes for children

Outdoor play is valued as an important time for children to benefit from regular fresh air and exercise. Children are actively engaged in games which help them to practise and develop confident skills in coordination, control, manipulation and movement. Older children demonstrate ease of movement as they coordinate their legs and hands to control their steps on the balancing toys. Children work together to move their bodies to make the see-saw work. Younger children move around freely and safely, negotiating obstacles as they push dollies around in the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 pushchair.

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and outcomes for children

Effective safety procedures ensure children behave in ways that are safe for themselves and others. They follow consistent rules for walking sensibly and taking care of each other, and know what to do in the event of a fire emergency. Good arrangements exist to ensure younger children can sleep and rest comfortably and have their individual routines met. Children's good health and well-being is fostered because they eat healthy meals and snacks, their dietary needs and parental preferences are met. Children take part in additional activities to support their understanding of healthy living.

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and outcomes for children

Children develop strong skills for the future because the childminder is a positive and supportive role model. She communicates very well with other providers and carers and has excellent links within her local community. Children with additional needs learn and develop because their needs are promptly identified and provided for at an early stage. The childminder works in close partnership with parents, carers, other professionals and health organisations to ensure their needs are met. This gives children the confidence to explore and move on to their next steps. 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 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 1 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 1 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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