Childminder in NottinghamshireOfsted inspection, 7 Apr 2011

Inspection report for early years provision

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Unique reference number EY292024 Inspection date 07/04/2011 Inspector Judith Rayner

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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 2004. She lives with her partner and two school aged children in a semi-detached house in the village of Clipstone, near Mansfield, north Nottinghamshire. The family has a cat. There are facilities close by, such as, parks, school and shops. Access to the house is up one step and there is ample parking outside the home. The whole of the ground floor is used by minded children with toilet facilities also on the ground floor. There is a fully enclosed back garden available for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years of age. She is currently caring for seven children, five of whom are in the early years range. Children attend various days and times throughout the week. The childminder takes and collects children from school. The childminder is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. The childminder is a member of the National Childminding Association.

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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 making exceptional progress because the childminder promotes excellent opportunities and experiences which are tailored to meet their individual needs. Very effective partnership with parents and others involved with the child, ensures consistency in children's care and education. A very strong emphasis on organisation is effectively promoted by the childminder creating an environment where children are safe and access a very good range of toys and resources. Meticulously detailed records, child development files, policies and procedures ensure that the service to children and their family is of a very high standard. Excellent use of reflective practice and ongoing evaluation continually improves the outcomes for children.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 developing further the system used to link the next steps of learning more closely to the early learning goals to support children's individual progress

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the early years provision

Children are effectively safeguarded. This is because the childminder is very confident and knowledgeable of the procedures she should take should she have any concerns regarding any of the children in her care. A detailed written policy is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 in place supported by additional information and is shared sensitively with parents informing them of the childminder's roles and responsibilities. Children's safety is further enhanced very well because the childminder vigilantly supervises children at all times. Visitors are recorded and identification of each person is checked before entering the home. Very thorough and robust risk assessments are undertaken yearly supported by daily visual checks on all areas where children play, the resources, toys and equipment which are used within the home and garden. Safety strategies, such as, socket covers and safety gates if required for

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the early years provision

younger children are fitted throughout the home minimising risks to children, enabling them to move freely and explore safely.

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the early years provision

The childminder places a strong emphasis on effective organisation of toys, resources and routines whilst taking into consideration each child's individual needs and interests. The very good range of appropriate toys and resources are placed easily accessible in low-level shelving, boxes and or free standing which enable children's independence and decision making skills to develop effectively. This is further enhanced because the childminder has set up a catalogue of photographs of the toys and activities that are not as easily accessible enabling all children to make further choices in their play. The home is very welcoming, displaying an excellent range of colourful and well-maintained selection of children's own creative work, photographs, posters and relevant childcare information for parents to view at their leisure. The effectiveness with which the childminder promotes equality and diversity is outstanding. She has a very thorough knowledge and

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the early years provision

understanding of each child's welfare and developmental needs and has established secure systems to consistently improve outcomes for the children in relation to their starting points and capabilities. They explore a very good range of toys that reflect others similarities and differences supported by the childminders very sensitive approach to others beliefs and backgrounds. A very good range of activities that raise children's awareness to religious and cultural festivals from around world are positively promoted. For example, children participate in a pancake activity for Shrove Tuesday, and play with dressing-up clothes, chop sticks, puppets and dragons for Chinese New Year.

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the early years provision

Excellent working relationships with parents are in place because the childminder fully understands that placing great value on parents' views, opinions and knowledge of their own child increase the best outcomes for the child. Parents' views are sought regularly, such as, making changes to improve the service for children. The childminder also takes into account the decisions that are being made about changes to the child's routine, such as, to their development and learning. Parents are kept fully informed about their children's achievements, well- being and development both verbally and in writing and with regular progress updates. The childminder has worked hard to establish effective relationships with other providers where children also attend other settings and these children now benefit greatly from a fully integrated approach to their care and learning. For example, written documentation is in place from other professionals relating to

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the early years provision

children's progress and support systems, such as, sharing planning for individual children is very informative ensuring that children's learning is consolidated in all settings.

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the early years provision

Records, policies and procedures are very clearly written, very well organised and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 informative highlighting how children are cared for and how the childminder operates. Children's individual assessment records are extensive and extremely detailed. The childminder implements new ideas, opportunities and experiences to further enrich children's learning, development and care. These are often taken from children's and parents suggestions as well independently searching a range of various resources, such as, the internet and childminding networks.

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the early years provision

Recommendations made at the previous inspection have been addressed significantly, such as, the system used to ensure all adults are vetted and planning to build on children's interests. The childminder makes highly effective use of self- evaluation to rigorously and extensively monitor the provision. For example, a very effective system is in place for reviewing the areas of learning and how best to improve her practice and resources to support children's learning. As a result, the childminder demonstrates an excellent capacity for maintaining continuous improvement.

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and outcomes for children

Children are happy, settled and are making excellent progress in their learning and development. This is because the childminder has considerable knowledge and understanding in how children develop and learn through play. The childminder sensitively gets to know each child and works thoroughly with parents to gain information as a starting point for each child. Detailed plans are very well organised although, the childminder also highly values spontaneity encouraging children's changing ideas which she then continues to build upon whilst supporting their interests. Observations are regularly undertaken which are then assessed where plans are then used to support each child's next steps of learning. Children's 'Learning Journey' files are very attractively presented with photographs, clearly typed information relating to their areas of learning and what their next steps are to support their rapid progress. However, sometimes not all next steps link directly

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and outcomes for children

to children's individual learning. Additional photograph albums, daily diaries and further planning books offer an extension of the already very informative assessments.

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and outcomes for children

The stimulating environment encourages children to explore and investigate. When they first arrive they talk about the weather, the day, season and how they are feeling. This is further extended because they place picture cards on a display so all children can see the information offering a welcoming atmosphere. The childminder promotes a calm, safe and relaxing environment. New children settle in very quickly because the childminder sensitively works at the child's pace building on their interests and effectively meeting their individual needs and comforts. Children have very good opportunities to explore the wide range of resources and activities both inside and outdoors. They become quickly familiar with numbers and letters as these are displayed around the home and garden. Children enjoy outdoors, growing seeds of carrots and parsnips as well as finding mini beasts under rocks and stones using pictures to help with identifying each

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and outcomes for children

creature. They use numbers in every day activities such pointing out their favourite number on the wall and understand sequential order that 11 comes after 10. Home This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 made Easter dominoes encourage children to be more challenged as they attempt to match colours and patterns. Good use of textures, such as, paint, dough, sand and water support children very well in exploring senses. They also enjoy mark making and freely expressing themselves through artwork which is attractively displayed valuing what they have done. This is because the childminder adds various colours and smells encouraging the children to expand their knowledge and understanding to how and why things change. A very good range of books enable children to learn about the world around them and the people in it. Hard back, textured books for younger children and older children also have access to

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and outcomes for children

Very good activities and routines enable children to explore outdoors beyond the garden. They regularly attend parks and nature reserves in all weathers. This is because the childminder fully understands the benefits of outdoor play and how this enhances children's all-round development. For example, children dress in water proof clothing and walk in woods listening to rain falling on the leaves and feeling the rain on their faces. Children's self-esteem and behaviour is very good. They are relaxed, happy and enthusiastically explore the toys and activities. They are constantly praised on the smallest of achievements. They enjoy the childminder's company and openly ask questions and happily respond to questions asked by the childminder. Their critical thinking is developing because the childminder skilfully asks thought provoking questions and extends the activities to enhance their learning.

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and outcomes for children

Children have very good opportunities to learn about the importance of personal hygiene. They wash their hands before and after eating, using the toilet and after messy play. The childminder is very thorough in supporting children's understanding. For example, she talks to the children about keeping germs away and also displays posters of hand washing. Each child is offered individual hand towels, flannels and toothbrushes. The childminder is a good role model and reinforces positive practice to prevent the spread of infection. Meals are prepared by the childminder which are healthy and nutritious and adhere to children's dietary requirements. Very effective activities raise children's awareness to their own health, where food and water comes from. For example, outings to local reservoirs help children learn about how water is cleaned so they can drink it from the tap and visits to the local supermarket help children learn about food from

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and outcomes for children

around the world. Children develop a secure awareness of possible dangers and how to keep themselves safe. For example, as part of routine practice, established children participate in emergency evacuation procedures. The childminder talks to the children about 'stranger danger' and extends their knowledge through topics on people who help us, such as, fire fighters and police officers. Children are developing very well the skills and attitudes which will stand them in excellent stead for future learning. This is because the childminder is very skilful in utilising as many resources to support and enhance children's opportunities in the home, garden and community. 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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