Childminder in Shropshire

Inspection report for early years provision

p.1

Unique reference number 506599 Inspection date 11/03/2011 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 has been childminding for approximately 24 years. She lives with her husband in a semi-detached, country property, situated on the outskirts of a village in North Shropshire. Most of the downstairs rooms are used on a daily basis when providing a childminding service, these include, playroom, kitchen, lounge and cloakroom. A first floor bedroom is used for children to sleep. There is a large, enclosed outdoor play area available. The property is within walking distance of the village amenities, schools and pre-schools.

p.4

Description of the childminding

The childminder is registered to care for up to eight children under the age of eight years when working with an assistant. She is presently caring for 11 children on a part-time basis, two of these are her grandchildren. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register and is a member of the National Childminding Association.

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

The childminder is well-organised in the majority of areas, meeting most requirements of the Early Years Foundation Stage. Children benefit from the stimulating environment and are helped to make good progress because they feel safe, secure and included. Through effective partnerships with parents the childminder gathers a range of information to ensure that she understands their children's individual needs. She has enthusiasm and a good capacity to continuously improve, making effective use of training, advice and her childcare experience to develop her practice.

p.4

further?

To meet the specific requirements of the EYFS, the registered person must:

p.4

further?

 ensure that at least one person, who has a current paediatric first aid certificate, is present on the premises or on outings at all times when children are present. (Safeguarding and promoting children's welfare) 29/04/2011

p.4

further?

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

p.4

further?

 use observations and assessments to identify learning priorities and plan relevant and motivating learning experiences for each child  develop 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 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

The childminder understands her role with regards to the protection of children in her care and has appropriate systems in place to ensure they are safeguarded. She is vigilant about children's safety and ensures that effective actions are taken to manage and eliminate risks, although, written risk assessments do not comprehensively cover all things children may come into contact with. Appropriate documentation in place, such as, the record of visitors and the daily attendance register for the children, further supports children's well-being. Fire detection equipment is fitted where required and children practise emergency evacuation procedures so that they understand how to keep themselves safe.

p.5

the early years provision

The childminder's policies and procedures are clear and appropriate to support the care service provided and are shared with parents to promote good working relationships. All adults in the household are known to Ofsted and have completed checks in order to ensure children's welfare. Occasionally the childminder employs an assistant to care for the children for very short periods of time, for instance, during school runs and has written consent from parents to confirm their agreement. However, the assistant has not completed recent first aid training to fully promote children's well-being in the event that she has sole care of the children. Attractive posters and wall displays, along with the effective organisation of toys to suit the children attending, make the surroundings stimulating, welcoming and child-friendly. Thoughtful improvements to the environment have been made since the last inspection and more play space has been created and

p.5

the early years provision

children use photographs of resources to aid their access to stored toys. Outdoor equipment has been enhanced, providing a large multi play unit and goal posts in response to children's requests and to support the development of their physical skills.

p.5

the early years provision

Children are encouraged to lead an active lifestyle through regular use of the large garden for play and through the daily walks to school. Health and hygiene routines in place protect them from the risks of cross-infection, for instance, nappy changing procedures are effective as disposable gloves are worn by the childminder, individual hand drying towels are used in the bathroom and visitors are encouraged to use antibacterial hand gel on arrival. Children are helped to settle in the provision due to the effective, supportive partnerships the childminder forges with the parents. She gets to know and understand their children's individual likes and dislikes and helps them to feel secure about the care arrangements. Parents know about the progress their children are making through the sharing of their children's profiles. These are informative and include observations, photographs and anecdotes to document children's achievements.

p.5

the early years provision

The childminder is reviewing and developing her systems to show how she is planning for the next steps in children's development across all areas of learning through the activities they take part in. She recognises the benefits of liaison with other settings or services children attend to promote consistency in their care and learning. The childminder makes clear her commitment to inclusion. She ensures that all children learn to value diverse cultures and one another's differences through activities, discussion and play materials. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder demonstrates a commitment to making adjustments that improve the quality of provision for all children. She seeks and acts on advice from local professionals and attends training opportunities relating to early years. Her use of simple self-evaluation systems have helped her to evaluate and highlight strengths

p.5

the early years provision

and areas for development in areas of the Early Years Foundation Stage. Parents and children are actively involved in the process. Parents comments confirm their complete satisfaction with the care offered, making remarks, such as, 'the childminder has the amazing ability to very rationally balance just the right amount of gentle discipline and enormous amounts of fun and love' and 'the childminder spends a lot of time listening to children and responding to what they say.'

p.6

and outcomes for children

Children enjoy a wide variety of play experiences and activities, both at the childminder's home and in the community and these support their learning and development well. The childminder is able to engage them in activities and appropriately support their learning through encouragement, praise and effective role modelling. Routines include an effective balance of child-initiated and adult-led activities. Children feel safe and show a sense of trust, babies approach the childminder for reassurance and are helped to settle through the offering of preferred toys. Children make decisions about what they want to play with, taking an active role in their learning as they make from choices from available resources or through the use of a selection of photographs showing alternative toys and equipment. They develop skills for the future as they work together and begin to take turns and co-operate with their peers as they build a tower with cotton reels.

p.6

and outcomes for children

They develop a sense of right and wrong through sensitive direction by the childminder, older children are keen to remind others that their behaviour does not meet the expectations. They learn to be mindful of others and to take their needs into account.

p.6

and outcomes for children

Children show increasing confidence and ability to take part in self-care and hygiene routines, supported by the childminder who offers constant, enthusiastic praise and reassurance. They refer to a poster displayed in the bathroom reminding them when they should wash their hands. They enjoy trying new tastes and textures to encourage them to make healthy choices about their food and share their snack time together, eating cranberries and breadsticks and taking regular drinks to ensure they are not thirsty.

p.6

and outcomes for children

Opportunities to learn about how others live in the wider world are offered to the children as they access a good range of multi-cultural resources, these are supplemented through the children's centre resource lending library. Children love to dress up and find out about cultures, which are different from their own, so helping them to value and respect others. Children learn about their local community, using amenities in the village and accessing those further afield through enjoyable bus journeys. They explore the surrounding environment as they go for walks and visit nearby farms. They observe farm life, watch the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 tractors, take carrots to feed the horses and have opportunities to stroke the lambs. At the childminder's home, children make connections in their learning as they play with models of animals, developing language skills as they make the

p.6

and outcomes for children

appropriate noises, enthusiastically roaring like a lion, mooing like a cow and meowing like a cat. They begin to repeat simple, recognisable words, effectively modelled and encouraged by the childminder. Older children discuss family life and what they have been doing at pre-school with the childminder as they play together, they are keen to ask questions and develop their learning.

p.7

and outcomes for children

Children begin to develop their problem solving skills as they match pictures of the animals to the models they are playing with. They have many opportunities to use numbers in their daily routines and within their play, so encouraging development in their use of number. They count as they climb the stairs, sing enjoyable rhymes, such as, 'round and round the garden... one step, two step,' count pictures in their story book and see numbers in the environment. Children dance to familiar music, imitating and creating movement and developing a sense of space. Their creativity is enhanced through the exploration of a range of media, such as, 'gloop', bubbles and paint. They make marks with a variety of tools, supported to use them in an appropriate manner so that they learn to keep themselves safe. 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 3 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