Childminder in Nottinghamshire

Inspection report for early years provision

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Unique reference number 252358 Inspection date 10/12/2010 Inspector Sheena Gibson

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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 has been registered since 1990. She lives with her family in Stapleford, Nottinghamshire. The home is within walking distance of shops, a park, and schools. The whole of the ground floor is used for childminding with bathroom facilities on the first floor. There is a fully enclosed garden available for outside play.

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Description of the childminding

The childminder is registered by Ofsted to care for five children under the age of eight years. Currently, there are three children on roll, all of who are in the early years age group. The childminder is a member of the National Childminding Association and attends local toddler and childminding groups.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The childminder knows the children and their families well and is therefore able to appropriately meet their individual needs. In general, the childminder's knowledge of the Early Years Foundation Stage helps children to make satisfactory progress. Sufficient steps are taken to ensure children's safety in and out of the home with risk assessments, on the whole, being supportive. The childminder has a range of documentation in place, however, this is not fully effective in supporting the outcomes for children. She is aware that there are some areas for development but has not yet developed successful evaluation systems which target priorities for maintaining continuous improvement. Positive, informal relationships with parents and partnerships in the wider context, help to promote consistency for children.

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further?

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

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further?

 improve knowledge about how to help children make progress across all of the areas of learning  improve risk assessments so that they cover anything with which a child may come into contact  improve documentation to ensure that it is well organised, effectively supports children's individual needs and is pertinent to the provision  develop systems for self-evaluation that identify the setting's strengths and priorities for development to improve the quality of provision for all children.

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the early years provision

The childminder has a suitable understanding about safeguarding children. She is aware that adults in the household are required to undergo a Criminal Records Bureau check and to inform Ofsted of any significant event. She has a satisfactory This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 awareness of the indicators of abuse and knows from where to seek help if she has a concern about a child. She considers children's safety inside and outdoors. She has carried out risk assessments, however, not everything that a child may come into contact with is risk assessed, meaning that there are potential hazards. The childminder keeps up-to-date with the required training, such as completing a paediatric first aid course, and is aware of some of the weaknesses in her knowledge and practice. She is not, however, successfully reflecting on and evaluating her provision and, therefore, she is not prioritising areas for

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the early years provision

The childminder has developed a wide range of documentation that includes several policies and procedures. However, these are not very well organised and have not been reviewed to ensure that they remain current and relevant to the provision with some information about children not having been recorded. The childminder has positive, informal relationships with parents and spends time with them regularly to discuss their children. She encourages parents to be involved with their children's day by attending the toddler group and going along with them to visit Santa. She also completes a diary that parents are welcome to view. She has developed liaisons with other providers. She is friendly with the local school staff and feels confident in speaking to the teacher if, for example, there are any concerns about a child's welfare or development. This promotes consistency of care for children.

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the early years provision

The childminder has looked after the children since they were very young, knows them well and is therefore able to appropriately meet their needs. All children join in with a variety of activities which are not stereotyped. There are a sufficient amount of toys and books that depict positive images to give children a simple understanding of other people in the world. Resources are organised suitably in the room, which is sufficiently spacious to provide an adequate area for children to move about. The childminder puts out different toys for the children to make choices from and responds appropriately to requests from the children for other items that they may not be able to get out independently. Children are fortunate in that the home is very close to local amenities and so the local community is used regularly to extend opportunities for children's play and learning.

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and outcomes for children

Children are confident and settled with the childminder. They enthusiastically join in with activities and search through the toys for their favourite, demonstrating a positive attitude to learning. The childminder asks some open questions such as 'what did you get from Santa?' and 'what is in Daddy's advent calendar?' in order to promote children's language. She uses positional language to help the children build the train track by saying, for example, 'turn it over and put it next to'. However, she is not secure in her understanding about the different areas of learning within the Early Years Foundation Stage and this potentially results in gaps in children's learning. By informally observing the children, she is able to gauge their progress and consider how to help them to develop further. Although no formal planning takes place, the childminder is aware of children's interest and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children's language skills are developing well. They hold a conversation with an adult about a visit to Santa. They are confident enough to speak freely to visitors, recalling a trip to the fire station. Helping with routine tasks, such as collecting the post from the doormat, gives children some responsibility, which they thrive on. Some younger early years children are quite advanced and are beginning to sound out and write the initial letter of their name. The childminder and children sit together to group the linking bears by colour before fitting them together to make a chain necklace. Children play imaginatively with the doll and buggy. They put their pennies into their pocket and go to the park. They take care of the babies by putting a warm blanket on them because it is a cold day. They then have a tea party and make cups of tea for the adults in the room asking if they want some sugar. Children learn about how things grow when growing plants from seeds and

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and outcomes for children

some they have been able to eat such as the cress, which also helps them to make healthy food choices. Outings are enjoyed and the children enthusiastically recall a trip to the Nottingham beach when they took buckets and spades.

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and outcomes for children

Children clearly have a close relationship with the childminder and her family. They snuggle up to the childminder when they feel a little tearful and smile broadly when the childminder's daughter comes into the room. They are learning to keep themselves safe in the icy weather as the childminder talks to them about walking carefully so that they do not slip. Children are offered some healthy snacks such as apples, and their drinks are available at all times so that they remain hydrated. They get physical exercise most days through going to the park, playing with balls or with wheeled toys and going for walks. Children get along together and most of the time they play cooperatively and are aware of the expectations of behaviour such as using please and thank you. 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 3 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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