Childminder in NorfolkOfsted inspection, 9 Feb 2011

Inspection report for early years provision

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Unique reference number EY239078 Inspection date 09/02/2011 Inspector ISP Inspection Lynn Clements

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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 2003. She is registered to care for a maximum of two children at any one time. The childminder is currently caring for two children in the early years age group and one older child. She is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The family has a pet dog.

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Description of the childminding

The childminder lives with her husband and five children aged 24, 22, 11, nine and six years. They live in a residential area of Shipdham, Norfolk. The whole of the property, managed by the childminder, is used for childminding and there is a fully enclosed garden available for outside play. 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 good.

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The overall effectiveness of the early years provision

The childminder has a very good knowledge of each child's needs and uses this to successfully promote their welfare and learning. Children are safe and secure in the childminder's home and they enjoy learning about where they live and the wider world around them. Partnerships with parents, carers and other partners are purposeful. They are important in making sure that the needs of all children are met, along with any additional support needs. This attention means that children are supported to progress well, given their age, ability and starting points. The childminder engages in self-evaluation in order to make continuous improvements to her setting.

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further?

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

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further?

 develop further the current systems of assessment to ensure that children's next steps for learning are consistently linked to the Practice Guidance for the Early Years Foundation Stage  re-appraise risk assessments to ensure that they cover all child accessible areas, this refers in particular to risk assessing the rear garden  develop further systems of self-evaluation to provide children and parents with a voice and enable them to reflective on the service in order to provide continuous improvement for all children.

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the early years provision

The childminder has clear safeguarding procedures in place and undertakes safeguarding training regularly. This provides her with the knowledge and skills to deal with any child protection concerns effectively. The childminder understands This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the relevance of ensuring that all persons over the age of 16 years living in her home undergo Criminal Records Bureau checks. She completes daily checks and risk assessments of child-accessible areas in her home and for outings. However, she has not clearly included the rear garden to show how children are protected from potential hazards. The childminder has a range of relevant policies and procedures which are shared with parents and carers and implemented in practice in order to promote the smooth running of her setting and provide positive outcomes for the children. All records required by legislation are in place and

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the early years provision

reviewed regularly. The organisation of the childminder's home provides children with a broad range of activities which they can access independently due to the good arrangement of child-height storage.

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the early years provision

The childminder enables the children to learn about customs and cultures of the wider world and has a wide range of toys and resources, including books and role play equipment, which reflect ethnic diversity. There is no bias in her practice in relation to gender, race or disability. Partnerships with parents and carers are good and they report that the childminder frequently goes above and beyond what would be expected of her to ensure that she meets the individual needs of their child. They enjoy the regular feedback regarding what their children have been doing and the skills they are developing. They feel that the childminder plays a vital part in their children's development. Partnerships with other settings the children attend are in place and the childminder is proactive in sharing information about the children's progress to ensure that all partners involved in their care can build on what the child knows and can do.

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the early years provision

The childminder provides a flexible service which meets the needs of working parents, for example, providing care for parents or carers working different shift patterns. The childminder evaluates her practice and, through discussion, identifies areas for future development, for example, making over the rear garden to provide more outside learning opportunities for the children. While the childminder currently reflects on her practice, she does not clearly include parents, carers and children to take full account of their views.

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and outcomes for children

The childminder has a good understanding of how young children learn through play. She uses the Early Years Foundation Stage to support their learning and welfare. Well-presented learning records are maintained, along with weekly sheets of activities the children enjoy and plans of future activities. Her records clearly demonstrate how children make good progress towards the six early learning goals, although, when identifying their next steps, the childminder is not systematic in using the learning aspects within the Practice Guidance for the Early Years Foundation Stage. Overall, children develop rounded skills across all areas of learning.

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and outcomes for children

Children enjoy using and accessing books. For example, they enjoy sharing stories with the childminder and use the pictures as clues to the storyline. Children use This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their imagination as they join in make believe games, for instance, as they make pretend meals and cups of hot chocolate for the childminder. They use language to imagine and recreate roles and experiences, such as, during role play they take pretend phone calls from mummy and daddy and during their imaginary conversations they talk about being dressed like a fairy princess. Children explore numbers as they count out two cups, one for them, the other for the childminder, and they solve problems for themselves as they concentrate and work out how best to fit the two cups into their play microwave. Once they have done this, they press the buttons to start the play oven. Children are well behaved, learning to

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and outcomes for children

share, take turns and develop good manners. They dress and undress independently using the wide range of interesting dressing up costumes provided by the childminder. Children select and use activities and resources independently and move freely around the childminder's home, making decisions about their own learning. They enjoy making things using a wide range of craft media to create bright colourful collages and pictures. Children also enjoy exploring sounds as they use different musical instruments, for example, using play trumpets and tambourines.

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and outcomes for children

Children clearly demonstrate that they know how to keep themselves safe. As they climb into the booster seat at the big table, they remind the childminder that they need to do up the strap. In addition, children practise evacuation drills helping them to know what to do in the event of an emergency. While out and about, they learn about road safety and stranger danger, helping them to stay safe. Children wash their hands at pertinent time and have access to drinking water at all times. This ensures that no child is ever left thirsty. Parents and carers respect the childminder's healthy eating programme and provide meals and snacks which help the children to grow and thrive. Children enjoy getting out and about, for instance, making trips to indoor activity centres, the local library and using local parks. This enables the children to socialise with others, find out about the local area where they live and engage in more strenuous activities on a larger scale than is possible

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and outcomes for children

in the childminder's home. The childminder has organised her home to enable children to rest or be active. 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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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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