Childminder in Warwickshire

Inspection report for early years provision

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Unique reference number EY352585 Inspection date 15/03/2011 Inspector Jayne Rooke

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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 2006. She lives with her husband and two children aged 2 and 6 years in Kenilworth, Warwickshire. The whole of the ground floor of the property is used for childminding. There is a fully enclosed garden available for outside play. The childminder takes and collects children from local schools and pre-schools.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than one may be in the early years age range. An exception to this ratio exists when the childminder is caring for children in the early years age group who are in full time education. There are currently six children on roll who are within the Early Years Foundation Stage. The childminder also offers care to children aged over five to eight years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language. She is a member of the National Childminding Association and is an Accredited Childminder with the Specialist Network. The childminder holds a Batchelor of Education Degree in Early Years and is an experienced teacher. She provides

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Description of the childminding

funded early education for three- and four-year-olds. She receives support from the local authority advisory service.

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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

Children are actively engaged in a rich and stimulating range of activities which promote rapid progress towards the early learning goals. Each child is valued as a unique individual, taking into account their learning needs, personal characteristics and areas of interest. The childminder is a highly-skilled practitioner, making excellent use of self-review systems to continually improve outcomes for children, in all aspects of their care and learning. She is developing useful ideas to engage parents, children and other professional partners in the self-review process. Relationships with parents and other professionals are very strong, ensuring that children receive consistent and complementary care. Comprehensive policies and procedures exist and are highly effective in practice.

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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 the use of self-evaluation to support ongoing partnerships with parents and other settings. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are protected from harm and neglect because the childminder is vigilant about their safety and well-being. She has an in-depth knowledge and awareness of child protection procedures and is confident to take appropriate action to secure children's safety at all times. Children are constantly supervised by the childminder to ensure that they are not at risk from persons who are not vetted, including visitors to the home and during any outings. Safeguarding Children Board guidelines are displayed so that parents and carers are fully informed of the safeguarding procedure. Risk assessments are thorough and are reviewed on a regular basis to ensure that they are consistent with established health and safety guidelines. All of the necessary steps are taken to ensure that the home environment, the equipment children use and the organisation of outings are safe. The childminder skilfully identifies what action to take in order to remove or limit

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the early years provision

any risks to children and adults. She enables children to take responsibility for 'assessed acceptable risk', paying full attention to children with specific needs. This ensures that all children can play safely, whilst retaining their independence and engagement in exciting activities. The childminder seeks out appropriate training to ensure that she can meet children's individual, medical and dietary needs. She has secure systems in place to deal with any accidents or emergencies, ensuring children's safe care.

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the early years provision

Childcare is accessible and inclusive because each child is valued for their unique individuality and is treated with equal concern. They are encouraged to develop a positive sense of their own identity, taking fully into account their lifestyles, culture and needs. Toys, equipment and well-planned activities reflect diversity in the wider context. The childminder seeks out professional advice, guidance and support to ensure that children with complex needs are fully engaged within her home and with others. She is respectful towards parents and carers, valuing their first-hand knowledge of their child's needs and requirements to guide and inform her practice. She makes excellent use of professional organisations and regulatory guidelines to ensure that all children are welcome and included.

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the early years provision

The childminder is highly committed to ongoing professional development. She has implemented a number of improvements which have a significant impact on children's care and learning experiences, particularly in relation to specialist care and outdoor play. She works closely with network organisations to review and evaluate her practice and to identify her future training needs. As a result, she is developing innovative ideas to enhance positive relationships with children and their parents. For example, she has introduced a recognised positive parenting programme to enhance children's behaviour, development and confidence. She is reviewing her self-evaluation systems to support ongoing partnerships with parents and other settings. Recommendations from the previous inspection have been successfully addressed. Consequently, children's awareness of diversity is extended through the use of resources which help them to value people's differences and

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the early years provision

similarities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder provides a comfortable and welcoming environment which helps children to feel safe and secure. She takes great pride and care to ensure that babies and children are nurtured according to their individual needs and interests. She provides a rich and stimulating variety of indoor and outdoor learning experiences which significantly enhance children's developmental progress. She maintains excellent communication with all those involved in each child's care, offering close support to parents as partners and fully utilising support services outside of the home. This ensures that children receive individualised care. The views of children, parents and other professionals are fully considered which helps the childminder to extend her service and professional practice. Written comments show that parents fully appreciate the childminder's 'excellent support' and are

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the early years provision

very happy with the care provided and the progress their children make. Children attend with 'enthusiasm' and 'love being at the childminder's house'. The childminder is a positive role model to other professionals, sharing ideas and good practice through training and support networks. She keeps up-to-date with what children are doing at other settings and is curently developing this area of her practice. This helps her to support each child's continuous learning and development.

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the early years provision

Comprehensive written policies are regularly reviewed to ensure that they are up- to-date with current guidelines and regulations. Information is attractively displayed within the home which guides parents towards the meaning and purpose of the educational programmes. Training and development information is shared with parents to enhance complementary care methods. All of the necessary information and consents are obtained from each child's parent when the child first attends. This ensures that children are cared for according to their individual needs and parents' requirements.

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and outcomes for children

Children make outstanding progress towards the early learning goals because routines are carefully adapted to meet the changing needs of each child. The indoor and outdoor environment is exceptionally well organised to maximise the learning potential, taking into account each child's age and stage of development, capabilities and needs. Consequently, children are actively engaged in a superb programme of activities which cover all areas of learning, and which offer all children a broad range of interest and ongoing challenge. For example, children develop a keen sense of identity through sensory play and communication which helps them to settle well and to develop positive relationships. Toys and resources reflect diverse communities and lifestyles. This helps children to value and respect other people's traditions and beliefs, and to develop a sensitive approach to people who may be different from themselves.

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and outcomes for children

Bright and attractive toys and equipment are readily accessible, which encourages children to make choices and decisions for themselves. Babies are inquisitive, developing their curiosity and interest as they seek out toys to place in and out of containers. They have great fun as they roll the ball backwards and forwards in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 response to the childminder's positive encouragement. Young children show lots of interest in stories and reading, holding books correctly and pointing to words and pictures as they 'read' to themselves. They enjoy close contact with the childminder as they snuggle together to share a favourite story, recognising familiar and well-loved characters in the book. The childminder skilfully engages with the children using eye contact and voice changes to develop children's listening and concentration skills. Children learn how to solve simple problems

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and outcomes for children

during jigsaw puzzle play, they develop their confidence and expertise as they progress from simple inset to more complex puzzles, with good control and coordination. They enjoy fun activities such as baking which develops their use of number, weight and quantity in meaningful ways. Older children develop competent technology skills as they learn how to record messages, access the internet and operate simple computer programmes to create works of art. Children's creativity is captured from an early age as they freely access painting, drawing and writing materials to create pictures and patterns, which are proudly displayed.

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and outcomes for children

Outdoor play is a significant feature of children's daily routine. They are engaged in exciting and innovative activities which enable them to develop excellent physical skills, and to expand their curiosity and interest in the natural world. A variety of interesting and exciting play equipment is available for children to explore. They use large and small play equipment to develop their balance and coordination skills. Their creativity and imagination is extended as they use water and brushes to paint patterns on the wall and to clean the windows of the playhouse. Younger children delight in burying and finding the glass treasure beads in the garden. Babies are closely supervised so that they can join in with others. Children have many opportunities to take part in growing and planting projects. This helps them to learn how things live and grow and how to take care of the environment. They benefit from regular fresh air and exercise and learn how

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and outcomes for children

to grow healthy produce for their meals.

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and outcomes for children

Children follow excellent hygiene routines for keeping themselves clean. They are given plenty of time and support 'to practice and acquire the skills necessary to become independent' in their self-care. Younger children know where to find their individual towels and show increasing control when dressing and undressing. Older children recognise signs and symbols in the bathroom which promote excellent attention to personal hygiene. Children enjoy healthy meals and snacks and have access to their own drinks, or fresh drinking water, at any time so they do not become thirsty.

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and outcomes for children

Children behave in ways that are safe for themselves and others. Young children learn how to manage risk safely as they climb up and down the garden steps with competence, seeking adult support when needed. Craft activities are well organised so that children can access scissors, hammers and nails within a designated space, which is closely supervised. Older children become involved in keeping the environment safe for younger children, by thinking about how safe their toys are and to close gates or doors if appropriate. They take an active part in writing risk assessments for outings and for crossing the road. This helps them to identify potential risks and hazards and how to manage them sensibly. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder acts as a positive role model. She speaks kindly to the children, encouraging them to make choices and decisions and to take an active part in the

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and outcomes for children

planning of activities and outings. She is sensitive to the individual needs of all children, taking care to adapt their rest and play activities and routines, to match their interests and capabilities.

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and outcomes for children

She makes excellent use of varied and informative observation and assessment methods to build on children's previous experiences. This ensures that 'activities are open-ended and give children the opportunity to use their imagination and unique learning styles and schemas'. As a result, children become competent learners, skilful communicators and develop secure skills for the future. 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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