Childminder in Leicestershire

Inspection report for early years provision

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Unique reference number EY346898 Inspection date 17/03/2011 Inspector Alison Edwards

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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

This childminder registered in 2006. She lives with her husband and two daughters, aged 12 and 13 years, in a house in a small town in the Charnwood district of Leicestershire. Minded children use the ground floor of the house for play, with access to the first floor as needed. There is an enclosed garden for outdoor play. A cat and a rabbit are kept as family pets. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register to care for a maximum of six children aged under eight years, including three in the early years age range. There are currently seven children under the age of eight on roll, including six in the early years age range. The childminder is also registered on the voluntary part of the Childcare Register to care for older children.

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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

Children are confident and relaxed in this childminder's care, enjoying a worthwhile range of activities and experiences. Effective partnerships with parents enable the childminder to meet children's individual needs well, and there are generally good arrangements in place to support other aspects of diversity and inclusion. Consequently, children make good progress in their development and learning. Effective use of systematic self-evaluation procedures help to ensure that the childminder has a good awareness of how well her current service meets children's needs. She shows a strong commitment to build on the existing quality of provision for children through continued training and development.

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further?

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

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further?

 update the record of risk assessments to include assessments for each type of outing  extend planning and provision for use of positive images to challenge children's thinking and help them embrace individual and cultural diversity from an early age.

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the early years provision

Children are cared for in a welcoming and well-maintained family home. There is a good range of good quality toys and play materials, suited to children's stage of development. These are accessibly organised, so enabling children to make safe and independent use of them. The secure rear garden provides a good range of play opportunities to help support children's development across all areas. The childminder undertakes and records systematic risk assessments to underpin the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 practical precautions taken to maintain children's safety in the home and garden. She already makes practical assessments of potential hazards to children arising from any outings, and implements measures to minimise these. However, as yet, she does not consistently record risk assessments for each type of outing in order to effectively document her practical arrangements for children's safety. Daily

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the early years provision

registers now accurately show children's hours of attendance, so confirming that the childminder operates within the maximum numbers identified in her conditions of registration. The childminder keeps clear records of each child's personal, care and contact details, including parental written consent to obtain medical treatment in the event of an emergency. This helps to ensure that she is able to act promptly in children's best interests in the event of any accident or sudden illness. Comprehensive policies and procedures are in place to underpin the safe management of children's care. The childminder makes good continuing use of local training to update her knowledge and understanding, for example, with regard to safeguarding issues. This helps to ensure that she is well informed on what child abuse and neglect are, and on her responsibilities to notify the relevant authorities in the event of any concerns about a child or any allegation of abuse.

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the early years provision

There are good arrangements to work in partnership with parents to meet children's needs. The childminder seeks new parents' views about their children's initial needs, preferences and abilities to help her take good account of their individuality. Diary sheets, together with text messages and newsletters, supplement daily discussion with parents about children's achievements and experiences. The childminder actively encourages parents to view children's developmental records and to contribute their own observations to these. She makes effective use of systematic surveys to prompt parents to give their views and suggestions about her service, and readily works with them to address any minor queries or concerns. Parents value the childminder's approachability and commitment, which helps them to feel confident in the quality of provision for their children The childminder has established good links with other early years settings

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the early years provision

which children attend, including local pre-schools. This helps to promote good levels of continuity and progression in children's care and learning.

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the early years provision

The childminder has effectively addressed recommendations from her previous inspection by improving aspects of her record keeping, and by using relevant local training to extend her understanding of how to promote younger children's development and learning. She makes good use of systematic self-evaluation procedures to realistically analyse how well her current provision meets the requirements of the Early Years Foundation Stage. Her continuing use of reference materials and relevant local training shows a strong commitment to developing her existing skills and ability to enhance the existing quality of provision for all children.

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and outcomes for children

The childminder makes good use of observations and assessments of individual children's abilities and interests to identify the next steps in their development. She makes use of this knowledge to contribute to her planning for their future learning. Consequently, children enjoy a varied range of indoor and outdoor learning This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 opportunities helping them to make links in their learning and establish a good basis for their future skills. For example, pre-school children use spoken language to spontaneously create their own stories about the imaginary drivers of the lorries and diggers they are using in the sand. Children across the age range enjoy 'writing letters' to the minded children of another childminder, so purposefully developing their mark-making skills. They become familiar with different methods of communication when putting letters in the post and helping to send

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and outcomes for children

photographs electronically. Children use a selection of 'technological' toys, for example when babies investigate the knobs and switches on 'cause and effect' toys, or when older children use toy tills and microphones. Younger children gain good awareness of shape and size when purposefully building with wooden blocks or plastic bricks; older children have access to a range of board games, enabling them to purposefully use their counting and problem solving skills.

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and outcomes for children

Children begin to learn about the natural world as they investigate melting snow, sow cress seeds, or help to plant potatoes. They smell and see the effects of fresh yeast when making pizza dough, and use simple tools, such as, small knives, to help prepare vegetables for its topping. They learn about their local community as they visit the park to feed the ducks, or as they help to find and pay for items in local shops. Children readily use a selection of items reflecting some aspects of diversity, such as, play figures with different skin tones. However, the childminder is not yet fully confident ways of actively promoting children's recognition and acceptance of individual and cultural similarities and differences from an early age. Children use a range of materials to express their own creative ideas, such as chalking on paving slabs outside, or using paints, glitters and coloured rice to independently create their own textured collages. Children enjoy investigating

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and outcomes for children

different sounds and rhythms as the childminder encourages them to use a range of homemade and bought musical instruments in different ways.

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and outcomes for children

Young children show care and concern in their pretend play as they gently cover dolls up with blankets and settle them for a sleep. Children learn that they are recognised and valued as individuals because the childminder is sensitive and responsive to individual children''s emotions and reactions. For example, she takes careful account of a younger baby's smiles, clapping and laughter to find out rhymes and activities they enjoy most. From an early age, children develop good relationships with each other, for example, when toddlers and babies giggle delightedly when spontaneously crawling after each other. Simple house rules help children learn what behaviour is expected of them, such as, sharing and turn taking. The childminder helps children understand how to stay safe in the wider world. For example, they learn the wrist bands which they wear on outings are labelled with her mobile phone number, and that if they 'feel lost' a police officer

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and outcomes for children

or shop assistant can use this to contact her.

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and outcomes for children

Children adopt good hygiene practices as they show growing independence in simple self care tasks, such as, washing their hands and blowing their noses. The childminder helps them understand the reasons for using sunhats and sun cream when playing outside. Main meals are provided by parents, helping to ensure that these are suited to children's individual needs and family routines. The childminder encourages children's enjoyment of healthy snacks, such as fresh fruit. Children have good opportunities to extend their movement skills as they create and use This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 obstacle courses in the garden, or enjoy action songs and rhymes. They show growing dexterity in their practical play, for example, as young toddlers purposefully fit wooden rail tracks together, or as older children design and build large constructions with plastic bricks.

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and outcomes for children

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 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

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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 2 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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