Childminder in Dudley

Inspection report for early years provision

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Unique reference number EY278616 Inspection date 21/02/2011 Inspector Patricia Webb

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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 has been registered since 2004. She lives with her partner and her 12-year-old grandchild in Brierley Hill in the West Midlands. The whole of the ground floor is used for childminding with additional use of a bedroom and toilet facilities on the first floor. There is a fully enclosed rear garden for outdoor play. The family keeps ducks and chickens in secure pens and also has some fish in a garden pool.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years, of whom no more than three may be in the early years age range. There are currently 12 children on roll, of whom five are in the early years age group. The provision is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder holds a Level 3 qualification in early years childcare and education and 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

This exceptionally passionate and committed childminder delivers a provision that keeps children's welfare and well-being at the heart of everything she does. Consequently, children make excellent progress in all aspects of their development and early learning. She demonstrates a strong drive for continuous improvement, using knowledge gained from the training attended to enhance outcomes for all children in her care. She has high expectations of what and how young children learn and grow and plans effectively to nurture their natural curiosity, exploration and investigation of the world in which they live.

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further?

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

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further?

 extending inclusive practice further by utilising more freely the techniques and strategies for promoting non-verbal communication.

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the early years provision

The childminder is highly motivated in her commitment to ongoing training. She uses knowledge and ideas gained from a range of aspects of early years practice to prepare and plan activities that stimulate, excite and enthral children. She has engaged most effectively with the process of self-evaluation, critically reflecting This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and considering the impact her practice has on the children's ability to achieve, learn and grow. At the core of the provision is the family-orientated ethos that enables each child to feel safe, secure and loved. Children are fully safeguarded as the childminder has a sound knowledge of the child protection procedures and shares her duty of care with parents through the clear policies and procedures she has in place. Detailed risk assessments are conducted regularly to identify and minimise hazards to children both on and off the premises. All of the adults in the

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the early years provision

household have undergone relevant checks regarding suitability. This is supplemented with daily ongoing visual checks and gentle reminders to children of suitable ages and levels of understanding about their role in tidying away and being careful with activities.

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the early years provision

Children develop their independence as they are able to select for themselves from a range of resources that are clean and well maintained. Covering a wide range of ages within the home, all children have access to suitable toys, equipment and planned activities to build on their developmental stages and encourage progression. They utilise resources that depict positive images of the diversity of their world. The childminder uses naturally occurring discussions and conversations to promote positive attitudes in the children to the differences in society, fostering a sense of value and worth for all. Bilingual skills of some children attending are celebrated and the childminder has attended some training in the use of sign language and strategies for non-verbal communication. However, these are not currently utilised to full effect on a daily basis to further extend inclusive practice.

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the early years provision

The childminder fosters open and respectful partnerships with parents and carers. This ensures that high levels of relevant information are exchanged and parents express their deep satisfaction with the provision through questionnaires, cards and comments in their children's daily diary and developmental records. Should there be any concerns about a child's progress the childminder offers a sensitive and confidential approach to discussion, fostering the sense of the childminding being a true partnership. The childminder has also developed close links with other settings children may attend, promoting consistency and easing children's transition to school and nursery.

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and outcomes for children

Children relish their time with the childminder. They are highly valued and respected by the childminder who is an innate carer, using her in-depth knowledge of child development to enable each child to achieve to their full potential, whatever that may be. She has embraced the Early Years Foundation Stage, using a range of activities and ideas to inspire and enthral the children. For example, when children go off for a nature walk, they are encouraged to take magnifying glasses and specimen boxes with them to examine their finds. They then discuss their activities during a 'circle time' when children give each other time to recall what they have been doing. Children's developmental records contain pertinent observations and assessments of their activities, feelings and achievements so that planning can be developed holistically for each child. Next steps are carefully This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

considered and the childminder also notes down where she herself may make changes or adaptations in order to acknowledge children's differing levels of ability, concentration and learning styles. For example, a game of bingo is used by a mixed age group of children to promote number recognition, with older children helping younger ones to mark off the numbers.

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and outcomes for children

Some children have reached their early learning goals and the childminder is aware of ensuring that they are suitably challenged and extended during activity by giving them further responsibilities and using some of her home-made resources to engage them in number games and early literacy skills. Younger children benefit from individual attention that the childminder plans into her day. Lots of laughter and giggles ensue as a baby blows a 'raspberry', the childminder being aware of how this contributes to language skills developing later on. A baby puts out a hand when the childminder starts to recite 'round and round the garden' squealing with anticipation of the 'tickle' that comes at the end. Resources are used effectively to develop a baby's ability to sit up unaided and gain upper body control. The childminder maintains eye contact and uses facial expressions to encourage early communication and vocalisation. One toddler shows a developing sense of making

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and outcomes for children

connections in play. Having watched older toddlers play with the magnet shapes truck, the child amazes the childminder following the correct sequence for using the lever to release the magnets into the basket. Another 'wow moment' is acknowledged as a baby raises their head and shoulders from the nappy mat during changing, showing developing strength in head and neck muscles.

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and outcomes for children

Every child in this setting is highly valued and respected by the childminder. She takes time and patience to ascertain children's emotional development, giving older children the opportunity to tell her what makes them feel happy, sad, shy, jealous and angry. They colour and draw pictures to illustrate their feelings and the childminder writes down their feelings in their own book reflecting children's strong and sometimes overwhelming emotions. Some older children show empathy with their peers, looking out for them at school and helping them with activities and tasks when back at the childminder's. Routines are used very effectively to promote a sense of responsibility as, for example, children help to set the table for meals, using the animal mats and coasters. The childminder is supporting a young child in becoming aware of time as the child awaits the return of the parent. Using a wooden clock puzzle alongside a working clock, the hands have been set at the

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and outcomes for children

time mum arrives and the child compares the clocks to work it out. Children gain an awareness of the wider world as they visit local amenities and shops. They discuss where various produce comes from and refer to books posters and resources to consider differences in their world. Much work is done to promote a sense of caring for their environment. They collect and examine items from walks and activities, laminating various leaves to examine them and then use the objects as book marks for parents.

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and outcomes for children

Children's health and well-being are promoted exceptionally well. They have regular opportunities to engage in active play indoors and outside, helping with caring for the ducks and chickens and testing their skills and confidence on the large equipment at the park and in commercial play venues. They enjoy healthy and nutritious meals with parents asking for recipes of the childminder's homemade soup so that children can enjoy the at home too. Great care is taken to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ensure that meals are suitable and the childminder diligently checks food temperatures before feeding a toddler. The administration of medication and minor accidents are managed with a calm and professional approach as the childminder holds a current first aid certificate and keeps parents informed of any incidents. Children are made aware of their own safety as they participate in regular fire drills

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and outcomes for children

and learn about road safety when out and about.

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and outcomes for children

Children benefit greatly from being in the care of this childminder. She is justifiably proud of the way in which her practice has continued to improve for the good of the children. This is reflected in the deep satisfaction she experiences when she is able to record children's special achievements and progress, and the part she plays in their early lives. 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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