Childminder in Leicestershire

Inspection report for early years provision

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Unique reference number EY408468 Inspection date 18/04/2011 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 2010. She lives with her partner in a house on the outskirts of a large village near Loughborough in Leicestershire. Minded children are based in the ground floor of the house, with use of the first floor bathroom and bedrooms, and access to the second floor if needed. There is an enclosed rear garden for outdoor play. 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, whether working alone or with an assistant. The childminder is currently caring for one child in the early years age range on a part-time basis. 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

This childminder has quickly established good arrangements to develop positive relationships with parents. This helps to ensure a secure understanding of children's individual needs and interests and how to meet these. Consequently, children are confident in her care and are helped to make good progress in their development and learning. The childminder uses systematic evaluation procedures to review the current effectiveness of her practice in meeting the welfare and learning requirements of the Early Years Foundation Stage. She shows good levels of interest and commitment to ongoing development by readily identifying aspects for further improvement and ways to address these building on her existing skills and knowledge.

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further?

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

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further?

 explore further ways to promote children's recognition and respect for all aspects of diversity from an early age  review ways to extend the planning and provision of outdoor play and experiences to further promote all areas of children's development from an early age.

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the early years provision

Overall, the childminding service is organised well to ensure that children's needs are met. The childminder has quickly developed good use of required records to ensure that she is well-informed of children's individual contact, care and health details. Consequently, she is able to act promptly in their best interests, for example, by administering parentally authorised medication in the event of minor fever or teething discomfort. The childminder shares a good range of helpful This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 policies with parents. This helps to ensure there is good shared awareness of procedures to be followed in the event of circumstances, such as, late collection or contagious illness. Following attendance at local training on safeguarding issues, the childminder has a clear understanding of what abuse and neglect are and of her responsibilities in the event of any concerns about a child or allegation of

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the early years provision

abuse. Consequently, this underpins her ability to act promptly to protect them from harm. The childminder undertakes and records systematic risk assessments to underpin effective arrangements to reduce potential hazards to children in the home and on various types of outings. For example, electrical appliances, such as, the washing machine are switched off at the socket when not in use, and the childminder ensures that shading, hats and creams are used to protect children's skin from strong sun. Children are cared for in a secure, well-maintained and comfortable family home, where the childminder has established a suitable range of interesting and good quality play materials suited to children's stage of maturity. Children already enjoy local walks and outings, for example, when visiting 'wriggly reader' sessions at the local library. However, the childminder has not yet fully explored ways to extend the planning and provision of garden and other outdoor

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the early years provision

play experiences to best promote all areas of children's development and learning from an early age.

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the early years provision

Effective arrangements to work with parents have been quickly established. Prospective parents receive good information about the childminder's previous experience, qualifications and home circumstances, helping them to be confident about arrangements for children's care. The childminder makes good use of parents knowledge of their own children's initial abilities and care needs to quickly gain a good understanding of each child's individuality and how to provide for this. She has quickly established effective systems to share information with parents about children's experiences with her and of how she plans to build on their changing interests. The childminder recognises the expectation to work with any other early years settings which children attend, such as, pre-schools, in order to promote continuity and consistency in their care and learning in such circumstances. She understands the value of establishing links with any other

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the early years provision

relevant agencies, such as, health professionals, to support the identification and inclusion of any child with special educational needs and/or disabilities. The childminder already provides some resources reflecting different cultures, but has not yet fully explored ways of actively promoting children's recognition and respect for all aspects of diversity from an early age.

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the early years provision

The childminder makes effective account of her own related experiences and of advice and guidance from relevant agencies to establish good initial standards of provision. For example, experience in the area of food preparation has resulted in recognised high standards of kitchen hygiene. The childminder has also been quick to incorporate recommendations from local authority advisors about effective ways of using various natural and household materials to create an attractive and stimulating 'treasure basket' to promote young children's curiosity and exploration. The childminder has been very prompt in beginning to undertake a systematic review of the initial effectiveness of her childminding. Following discussion with local authority advisors of her existing qualifications and related experience, she shows a strong commitment to further professional development through having This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

registered her intention in participating in the next available Early Years Professional programme.

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and outcomes for children

Children show that they feel confident and secure with the childminder. For example, a young baby readily 'snuggles in' to her when settling to sleep. The childminder is careful to recognise and value children's individual care preferences, such as, their use of a particular soft toy as a comforter, or the particular arrangement of covers which they like best. She encourages young children's enjoyment in exploring their own identity, for example, when watching their reflections in low safety mirror panels. Children begin to develop independence in self-care skills from an early age, for example, as the childminder encourages babies to use fingers and small spoons to feed themselves. Young children begin to enjoy socialising with others, for example, when attending local toddler groups. The childminder has a good awareness of the importance of using explanation, example and praise to help children understand what is expected of them. She

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and outcomes for children

understands the value of practical play activities, such as, pretend play with dolls and simple turn-taking games, to encourage children to show care for others and to take account of their feelings and needs.

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and outcomes for children

There are good arrangements to promote children's safety and health. For example, the childminder uses five-point safety straps when transporting young children in push chairs or car seats. She has established clear systems to involve older children in understanding and implementing good road safety practices, such as, walking on the inside of the pavement and talking about how to cross the road safely. The childminder encourages children to safely and independently explore an interesting range of play materials, for example, by enabling babies to handle and mouth various wooden and metal objects selected from a 'treasure basket'. The childminder talks to young babies about what she is doing during nappy changing routines, so helping them to begin to develop awareness of simple hygiene routines. Provision of individual hand drying facilities helps to minimise risks of cross-infection after hand washing. Provision of meals by parents helps to ensure

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and outcomes for children

that these are suited to individual and family preferences and routines. The childminder provides nutritious snacks, such as, fresh fruit and rice cakes, so helping to promote children's enjoyment of a healthy diet. She encourages children to take plenty of fluids, particularly if they feel hot, so helping to ensure that they are well-hydrated.

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and outcomes for children

The childminder has quickly established effective use of observations of children's interests and experiences to track their abilities and identify ways to support the next steps in their development. For example, she notes a young baby's interest in stretching, rolling and grasping. She provides well-planned space and resources encouraging them to explore their immediate environment, for example, by reaching out to make toys spin or jangle. She encourages children's enjoyment and participation in simple rhymes and songs that help them to become aware of their own bodies, such as, 'Round and round the garden'. The childminder responds sensitively to a young baby's gestures, facial expressions and vocalisations. She This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 shows good awareness of different tones of crying or babbling, and uses simple language in her responses, so helping children feel that they are understood.

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and outcomes for children

Children show interest in good quality board and tactile books from an early age. The childminder uses local facilities, such as, library sessions, to extend their interests in stories and songs. Planned use of cornflour 'gloop' enables young babies to freely explore simple mark making activities with their fingers. Provision of materials, such as, crayons at a low table enables older children to extend their purposeful writing and drawing. Children begin to develop their problem solving skills from an early age, for example, as young babies enjoy exploring how a set of graduated measuring spoons fit into each other. The childminder has a good awareness of the value of experiences, such as, simple baking activities, to enable older children to develop their practical awareness of quantities and measuring. Children enjoy access to a good range of construction toys, such as, wooden and interlocking plastic blocks, enabling them to explore aspects of shape and size. The

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and outcomes for children

childminder supports the development of children's interest in everyday technology from an early age, for example, as babies confidently explore how to use pull- cords and levers to create sounds and lights on simple 'cause and effect' toys. The childminder helps children to make links in their development and learning, for example, building on a young baby's observed interest in the rotation of a washing machine drum by providing small 'windmills' to spin round. From an early age, children enjoy exploring the sensations of different materials and objects, such as, the feel of squashy sponges and crinkly scourers, or the different sounds of metal and wooden objects and squeaky toys. They respond to different sounds and rhythms, for example when settling to favourite lullabies, or beginning to gesture and clap during familiar songs. 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 2 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 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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