Childminder in Derbyshire

Inspection report for early years provision

p.1

Unique reference number 207848 Inspection date 14/03/2011 Inspector Geneen Hulse-Brown

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 registered since 1986. She lives with her family in a semi-detached property in Dronfield Woodhouse. Local schools, shops and parks are within walking distance.

p.4

Description of the childminding

Children have access to all ground floor rooms including the kitchen, lounge/dining room, bathroom, hallway and conservatory. There is a fully enclosed area to the rear of the property for outdoor play. Premises are accessible via a small step to the front door. The family have a dog and two cats.

p.4

Description of the childminding

The childminder is registered to care for six children under the age of eight years and is presently caring for four children in the early years age group. The childminder offers care to children up to 13 years of age and has four children on role. She is registered on the Early Years Register, compulsory and voluntary parts of the Childcare Register. She holds the National Vocational Qualification Level 3 in Childcare and Education.

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's very good knowledge of the children in her care enables her to provide a broad range of challenging and stimulating activities tailored to their individual needs and interests. She offers a flexible service that effectively meets children's individual needs, successfully supporting them to learn new skills as they explore and extend their independence in creatively organised and safe surroundings. Well-established partnerships with parents, carers and other providers contribute to children's ongoing care and learning. The childminder demonstrates a clear understanding of his strengths and areas for growth and is in the process of using self-evaluation to develop reflective practice.

p.4

further?

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

p.4

further?

 further develop planning, observations and assessment systems to provide experiences which are appropriate to each child's age and stage of development as they progress towards the early learning goals  extend ways to reflect on practice to improve the outcomes for children.

p.4

the early years provision

Successful promotion of children's well-being and safety is due to the childminder's good understanding of how to keep children safe. Comprehensive policies and procedures coupled with robust recording systems effectively safeguard children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder has a very good understanding of her role and responsibilities with regard to child protection issues. Good quality documentation is up-to-date, well maintained and readily available to parents. Written risk assessments coupled with daily visual and recorded checks of the premises both indoors and outside ensure that the childminder is proactive in identifying and addressing hazards as they arise. A wide range of easily accessible good quality resources allow children to make active choices in the well-planned and organised home environment. Child-friendly surroundings ensure that children receive many opportunities to

p.4

the early years provision

move freely around the setting both indoors and outside, as they explore and extend their independence. Children are beginning to make simple risk assessments as they investigate their surroundings and develop an understanding of their own capabilities using safe and secure equipment. Resources promote children's awareness of diversity, supporting them to recognise differences, as they access all available toys and start to plan their own learning.

p.5

the early years provision

Well-established partnerships with parents, carers and other providers effectively support children's individual needs, as they work together to extend children's learning and development. Daily discussions and ongoing information sharing ensures that parents understand children's routines and childminding practice and they are encouraged to contribute to their children's progress records. The childminder is reviewing her observation, planning and assessment systems to ensure they identify the next steps in the learning process. However, they are still in their infancy and do not yet fully demonstrate children's achievements, progression and stages of development. The childminder has started to consolidate systems for ongoing reflection to monitor practice, although evaluation of the provision is not robust in terms of how it will improve outcomes for children. She effectively uses her very good knowledge of the Early Years Foundation Stage

p.5

the early years provision

framework to plan and provide many opportunities for children to extend their learning and development. The childminder demonstrates a strong commitment to personal training and development by accessing training opportunities offered.

p.5

and outcomes for children

The childminder uses her good knowledge of the Early Years Foundation Stage framework to effectively encourage children's learning and all round development. Children are very happy, thoroughly enjoying their time at their childminder's as they make good progress towards the early learning goals in all areas of learning. They undertake numerous challenges as they are well stimulated to make active choices in a well organised environment. The childminder successfully channels children's curiosity, responding to their individual interests and learning styles to extend their learning. Children are confident and well settled in their surroundings, demonstrating high levels of self-esteem as they engage with their childminder and visitors alike. They receive high levels of support to become active and independent learners, chattering as they play. Children's records include examples of their work and short observations reflecting their progress. The childminder

p.5

and outcomes for children

recognises that her observations and assessments systems are still in the early stages of development and therefore do not clearly show how they will extend children's learning by identifying the next steps in the learning process. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 All activities and experiences link to children's individual ages, abilities and interests. Children establish warm, caring and purposeful relationships with their childminder who effectively recognises their specific needs enabling her to build on their confidence and extend their independence. Children receive high levels of support to develop new skills as the childminder actively interacts with them, introducing new vocabulary and aiding them to discover new experiences. They giggle with excitement as they play with dried pasta in water feeling it start to soften as it gets wet and extending their imagination as they make up stories using

p.5

and outcomes for children

small world animals and figures. The childminder is proactive as she responds to their changing needs and interests by finding additional resources to extend their games. Children learn new skills and language as the childminder introduces new vocabulary as they play, look at books and recognise familiar storylines. They are learning to manage their own safety as part of daily routines and outings, as they begin to make simple assessments as they carefully negotiate their way around the home. Their behaviour is good as they follow agreed house rules, reinforced sensitively by their childminder.

p.6

and outcomes for children

Children are beginning to use number in context as they count bricks when they build and make patterns. They use simple problem solving skills as they fit shapes and coloured pieces into simple jigsaws. Children are developing their dexterity as they use pencils to make pictures and put boats in and out of the water tray. They enjoy lots opportunities to explore their natural creativity as they paint and explore textures to make collages. They show wonder in the world around them as they chatter to the family pets and excitedly take the dog for a walk. Children are encouraged to try new foods and tastes as the childminder provides healthy snacks and meals, promoting healthy eating and offering a well balanced diet. The childminder actively supports parents with children who are fussy eaters by liaising with other professionals as appropriate. Children help themselves to their own cups for drinks when thirsty.

p.6

and outcomes for children

Children develop a good understanding of good hygiene practice, following the role model set by their childminder. They receive high levels of praise and encouragement for effort and achievement in all they do as they play and extend their independence. Children learn to respect each other and develop an awareness of their individual needs as they share home experiences and chatter together. They enjoy many opportunities to explore the outdoors and take exercise as they visit the local park, go on walks and develop their interest in the natural world. Children enjoy investigating large equipment as they climb, balance and explore in the garden and further afield. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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.7

Stage

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

p.7

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.7

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.7

Annex B: the Childcare Register

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

p.8

Annex B: the Childcare Register

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

p.8