Childminder in Bournemouth, Christchurch and Poole

Inspection report for early years provision

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Unique reference number 153371 Inspection date 24/02/2011 Inspector Dinah Round

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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 registered in 1989. She lives with her teenage son in a house in Christchurch, Dorset, close to shops, parks, toddler groups. The childminder takes and collects from the local schools and playgroups. The whole of the property is used for childminding except the top floor. There is a fully enclosed rear garden. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder may care for a maximum of six children at any one time; three of these children may be in the early years age range. She is currently minding five children in this age group. The childminder also offers care for older children aged over five years to 11 years.

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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 knows children well and is sensitive to their individual needs, which means they are settled and secure. Children are provided with a varied range of interesting play opportunities including regular access to outdoor play experiences. Children's health and welfare are supported well overall, and they benefit from the effective partnerships established with parents. The childminder demonstrates her capacity to improve through developing systems of self- evaluation, reflecting on her practice and helping to improve the outcomes for children.

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further?

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

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further?

 improve hygiene routines to ensure children understand the importance of minimising the spread of germs through effective routine hand washing procedures  review systems of self-evaluation to identify areas of strength and weakness to effectively improve outcomes for children  consider ways to make a greater range of resources more easily accessible to children to help promote child-initiated play.

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the early years provision

The childminder is well organised, effectively maintaining the necessary records to support children's safety and welfare. Policies and procedures are shared with parents to inform them of the childminder's practice, which supports consistency in the care provided for children. The premises are kept secure at all times and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children are closely supervised so they can play safely. Risk assessments are completed for all areas of the premises as well as outings, and the childminder carries out ongoing visual checks to ensure that children are safe in their play. For example, the childminder identifies that a child may fall back on the sit and ride car outside and quickly provides an alternative car. The childminder demonstrates a good understanding of her role and responsibility with regards to safeguarding children. She is confident of the signs and symptoms of child abuse and aware of

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the early years provision

the procedures to follow if she is concerned about a child in her care.

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the early years provision

Children are provided with a broad range of clean, age appropriate toys and resources which are set out by the childminder, and regularly rotated to offer different choices. Children are taken on frequent outings and benefit from having daily opportunities to play and learn outdoors, which means that they get ample fresh air and exercise. The childminder ensures that each child feels valued and included, ensuring they are able to join in all the play activities. They benefit from the childminder's clear awareness of their individual needs and backgrounds. The childminder maintains continuous improvement through attending ongoing training, such as an Equalities Named Coordinator (ENCO) course and a safeguarding children update. She uses this training to support the development of her practice. The childminder uses a formal self-evaluation system to help reflect on her provision and seeks parent's views through questionnaires. However,

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the early years provision

systems are not fully effective in identifying all areas where outcomes for children can be improved. For example, the organisation of resources has not been fully considered to ensure that children have easy access to help promote child-initiated play.

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the early years provision

The childminder develops good working relationships with parents. She gains information about each child's individual routines when they first start and organises settling-in sessions to support transition from home to her setting. Information about children's care and welfare is successfully exchanged with parents through informal discussions and daily contact books. This provides opportunities for a two-way sharing of information about children's routines and activities. Parents share details in the daily contact books about children's new words and favourite songs, which the childminder uses to promote continuity of care and learning. Parents are happy with the care provided. The childminder has informal systems in place to link with providers when children are attending other early years settings. This contributes towards the continuity of care and learning for children.

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and outcomes for children

Children are happy, settled and relate well to the childminder. She balances her attention effectively so that each child is offered support and encouragement to help them achieve in their learning and development. The childminder has a developing knowledge of the early learning goals, using observational assessments effectively to help monitor children's progress and achievements. She organises set activities to provide children with a wide variety of learning opportunities and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 experiences, though at times this does not fully promote child-initiated learning. Children are helped to learn to share and take turns in their play, for example, the childminder talks to them to about taking turns to play with the balloon and sharing the cars on the track. Children benefit from the praise and encouragement they receive from the childminder, which helps to boost their confidence and self-

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and outcomes for children

Children's communication is successfully promoted through ongoing conversation. They have fun joining in the nursery rhyme action songs, confidently clapping their hands, nodding their head and stamping their feet along to the different musical songs. Children are learning about numbers and counting through everyday activities and routines. For example, they are supported in counting their hands when they dry them and counting their shoes when they go outside to play. They have access to a range of resources that introduce them to shape, size and problem-solving. Children are provided with a variety of creative play opportunities over a period of time, such as using their senses to investigate painting, playdough and water. They have fun exploring the sand, and show control as they scoop the sand up and transfer it around the sand pit. Children have regular opportunities to learn about their local environment through outings to the local parks, visits to the

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and outcomes for children

library and to local parent and toddler groups. This helps to widen children's learning experiences and provides opportunities for socialising.

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and outcomes for children

Children's health and safety is generally promoted well. They are reminded to wash their hands before eating which helps them learn about maintaining personal hygiene routines. However, the procedures followed by the childminder are not fully effective in teaching children good habits. For example, children just place their hands under running water and are not always supported in using soap to help get rid of germs. Food is provided by the parents and the childminder links closely with them to ensure that children's individual dietary requirements are followed. Children's independence is promoted as they are encouraged to feed themselves at mealtimes. They learn how to stay safe as the childminder teaches them road safety and stranger danger when out and about, and organises regular evacuation practice to clarify emergency procedures. 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 3 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 3 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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