Childminder in Shropshire

Inspection report for early years provision

p.1

Unique reference number EY279719 Inspection date 28/02/2011 Inspector Dianne Andrews

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2004. She lives with her husband and two children aged nine and eight years in a village in Shropshire. The whole ground floor of the childminder's house is used for childminding and there is an enclosed garden for outside play.

p.4

Description of the childminding

The childminder is registered on the Early Years Register to care for a maximum of five children under the age of eight years at any one time and is currently minding nine children in this age group. She is also registered on the compulsory and voluntary parts of the Childcare Register. The childminder walks to local schools to take and collect children. She also works at a local pre-school.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children have access to stimulating and interesting learning opportunities; they are recognised as unique individuals and supported in their development in a way which is appropriate to each child. Systems are being reviewed and adapted to support the education programme and promote liaison with parents and others, as children make good progress towards the early learning goals. Arrangements to promote children's welfare are, on the whole, implemented effectively in a caring, homely and secure environment. The childminder is reflective and uses excellent systems to evaluate her practice. She is committed to the continuous provision of a childminding service that is sensitive and responsive to the future needs of the children she cares for.

p.4

further?

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

p.4

further?

 develop further systems to ensure that what is provided for children complements the education and care they receive in other settings and promotes consistency; involve parents in practical ways to support their child's learning and development  review the risk assessment to ensure that it covers anything with which a child may come into contact to ensure children's safety and well-being, for instance, within activities they take part in.

p.4

the early years provision

The childminder effectively manages procedures to safeguard children. Her role in protecting children from harm is fully understood and is based on the Local Safeguarding Children Board's guidelines. She ensures parents and carers are also well-informed through the written child protection policy, which is shared with This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 them. Suitability checks have been completed on household members to provide reassurance to parents that they are suitable to have contact with children. There are good procedures in place so that appropriate action is taken in the event of accidents, children requiring medication or becoming unwell. The childminder holds a relevant first aid qualification and attends additional training to enhance her knowledge, such as, a 'safe handling of medicine' course. Documentation to further promote children's well-being is maintained and meets requirements;

p.4

the early years provision

accident and medication records are completed appropriately and the daily register shows the times of children's attendance to ensure the conditions of registration are met.

p.5

the early years provision

The premises are well-maintained and secure. Space and resources are well- organised and the childminder ensures that resources are interesting, stimulating and effectively meet the needs and individual requirements of the children attending. The implementation of risk assessments within the home, garden and when on outings, helps to keep children safe. The childminder is vigilant in the protection of children during ongoing building work, keeping a record of all contractors who visit the premises. However, risk assessments are yet to be developed to demonstrate the arrangements in place to keep children safe within the activities they take part in.

p.5

the early years provision

Children develop secure, trusting relationships within the setting, which are enhanced through the healthy relationships between the childminder and their parents. Effective settling in procedures enable parents to share what they know about their child and provide the childminder with a good insight into their home and family life; however, opportunities for parents to contribute to their children's ongoing learning journeys are more limited. Parents receive verbal and written feedback about their child's day and have access to the policies and procedures which underpin the service.

p.5

the early years provision

The childminder has developed suitable partnerships with some other settings children attend, such as, the local pre-school, to promote continuity in the delivery of the Early Years Foundation Stage. However, systems to support the development of children in the early years age group, but attending full-time school, have not been effectively considered.

p.5

the early years provision

The childminder is enthusiastic and demonstrates a genuine enjoyment of her work. She is highly motivated to attend professional training opportunities and makes excellent use of the knowledge she gains to enhance her practice, for instance, using her clear understanding of the learning styles and preferences of individual children to enhance their learning potential. She obtains advice from other practitioners and the local authority development officers to further develop her knowledge, ensuring that she is up-to-date with current legislation and guidance. The childminder diligently reviews her work and has a positive approach to self-evaluation. This approach enables her to build a thorough picture of her practice and prioritise improvements, thereby maintaining a service which is responsive to the needs of children and their families. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

Children's learning and development are supported very well as the childminder uses her good understanding of child development and effective teaching methods to help children make good progress. She continues to review and adapt systems to support the education programme to record their achievements and plan for their progression.

p.6

and outcomes for children

Activities are planned around children's interests, enabling them to explore and extend their own ideas, and as a result children's creativity and imagination are very well-supported. Children sustain their interest in activities because the toys and resources provided are of good quality, stimulating and fun to play with. They relish the opportunity to play in the outdoor environment, benefiting from the fresh air and active play. Young children let the childminder know what they want to do through gestures and some developing language. They pick up their Wellington boots to indicate their preferred play environment and develop self-care skills as they dress for the outdoor conditions. When outdoors they explore the garden, finding sticks to prod the ground, fetching diggers and trucks to extend their play in the muddy lawn. They find the hoops and a tyre and have opportunities to model the actions of the childminder as they begin to roll them, proud at their

p.6

and outcomes for children

achievements and laughing as they topple over. Taking their new found skill inside and making connections in their learning, they find a circular tin lid and again try to roll it.

p.6

and outcomes for children

Children develop a sense of belonging and begin to recognise their own name as they see all children's names displayed on a cupboard front. They find their name label and attach it to a chair to show where they want to sit. They make a positive contribution to their own learning as they make choices from the range of resources or plan the activities they wish to participate in, from pictures that they attach to a 'planning board.'

p.6

and outcomes for children

Children's curiosity and interest in finding out about objects and materials is harnessed well by the childminder. Toddlers make 'ooo' noises to show their wonder at a range of different textured shells. Through this activity and many other spontaneous opportunities, the childminder introduces them to mathematical language and concepts, comparing the shells' shapes and sizes and counting as they are transferred from one pot to another. They begin to find out what things are made of and what they do as they choose from the baskets of 'plastic', 'metal' or 'wooden' objects.

p.6

and outcomes for children

Children are happy and settled, they thrive under the care and attention they receive from the childminder. They form secure attachments, which contribute to their self-esteem, confidence and emotional well-being. The childminder is a good role model, helping children to learn right from wrong and to become caring, tolerant individuals. Children learn to value similarities and differences within the wider society because the childminder makes good use of opportunities to talk to them about diversity and helps them to develop an empathy for others' circumstances. She introduces sensitive topics through stories, developing This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 language and communication skills and encouraging an understanding of how others live. Positive images are displayed around the provision on photographs and are available in the range of toys and within favourite book characters; for

p.6

and outcomes for children

instance, gender equality is portrayed through a familiar, female builder.

p.7

and outcomes for children

Daily routines help to keep children healthy. They wash their hands willingly after outdoor play and before eating, using the step at the sink to harness their desire to take part in the hygiene routine and to encourage their independence. They enjoy the meals and snacks prepared by the childminder and, where possible, get involved in the food preparation. They benefit from the introduction of new tastes and textures or new ways of preparing familiar foods to encourage them to eat.

p.7

and outcomes for children

Children behave in ways that are safe for themselves and others, and develop an understanding of dangers through discussions with the childminder using language they relate to. They are carefully supported to take manageable risks within the home, for instance, to use tools and equipment or to climb up onto chairs for themselves. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

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

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.8

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

p.8

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

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.9

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.9