Childminder in Derbyshire

Inspection report for early years provision

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Unique reference number 207598 Inspection date 16/05/2011 Inspector Yvonne Layton

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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 1994. She lives with her husband and two adult sons. The whole of the ground floor is used for childminding. There is an enclosed garden available for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently nine children attending, of whom five are within the Early Years Foundation Stage. All attend on a part-time basis. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She drives and/or walks to collect and take children to school and undertake outings. The childminder is part of the local childminder group and runs a toddler group. She 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 good.

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The overall effectiveness of the early years provision

Children within the Early Years Foundation Stage enjoy their time with the childminder. They make good progress in their learning and development and their welfare is strongly supported. She has a good understanding of equality of opportunity, and inclusive practice is carefully promoted, with children's needs effectively met. Links with parents and the liaison with other providers are effective overall. Sound reflection and evaluation of all aspects of her setting ensure that there are aspirations for developing the quality and to drive and maintain continuous improvement.

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further?

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

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further?

 develop further effective continuity and coherence for children who attend more than one setting by extending systems to share relevant information with all settings they attend  develop own confidence in promoting what is provided to extend further the culture of reflective practice and self-evaluation to identify the setting's strengths and priorities for development that will improve the quality of the provision for all children.

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the early years provision

Children are effectively safeguarded from the risk of abuse or neglect because the childminder has a clear policy and knowledge of her responsibilities. She has a comprehensive set of policies which parents sign to confirm agreement. Security of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the premises is robust and procedures for arrival and departure ensure children are handed over safely to a known adult. Risk assessments and recorded fire evacuation practices ensure they are protected. Children's health is supported very strongly as she has very established hygiene procedures and routines.

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the early years provision

Children are helped to make progress and their development is promoted as the childminder is fully conversant in implementing all aspects of the learning and development elements of the Early Years Foundation Stage. Play is purposeful as the balance of adult-led and child-initiated activities is effective. They have the opportunity to enjoy a wide variety of activities that enrich their learning and match the expectations of the early learning goals. Children's development is monitored well as the childminder completes individual written assessments which clearly identify their next steps.

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the early years provision

Partnerships with parents are well established, which helps to create consistency between the home and the setting. They are provided with quality information about the care and education of their child through posters, information files and verbal discussion. The childminder seeks feedback from parents through questionnaires. There is ongoing discussion about the care and learning of each child. Inclusive practice is promoted well and all children are included in activities. The childminder is confident in her knowledge of how to develop children's understanding of diversity so that all differences are valued fully. Liaison with other providers of children's care is wellestablished. However, sharing of children's learning and development is more limited.

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the early years provision

Children's learning and welfare benefit from the ongoing internal and written reflection and evaluation of every aspect of the provision by the childminder. Within the childminder group there is ongoing evaluation, and development issues are discussed. However, the childminder is not fully confident about relating what she does and achieves, and therefore this has a potential effect on how she demonstrates that outcomes for children are continually improved.

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and outcomes for children

Children are happy and enjoy positive experiences with the childminder. Interactions are good and children benefit as the childminder is warm and caring with them. She encourages self-awareness by promoting self-selection and children's ideas and interests are actively sought. Play is purposeful as the childminder gives appropriate, constructive encouragement and ideas about activities. Children's communication skills are enhanced as the childminder uses varied vocabulary. There is a strong ethos to explore and investigate using discussion.

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and outcomes for children

Daily routine and outings to local amenities are used to promote children's learning. Colour, letter, calculation and mark making development are supported well within spontaneous, routine, child-led and focussed or themed activities. They learn about the world around them and diversity through discussions and activities relating to different people and cultures, supported by books, resources and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 discussions. Family holidays are used to extend children's understanding about cultures. For example, a theme about Holland includes looking at and discussing items brought from the country. They make a wall display of windmills and hand print tulips. Within the children's groups attended and at the home they enjoy a wide variety of national and international celebrations.

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and outcomes for children

Children's experience is enriched by the varied outings, supported by discussions about what they have seen and done, are often extended by related creative activities. They visit museums and local events. Children learn about nature as they attend an event at the museum where they are able to interact with different creatures including a tarantula, a lizard, and a giant rabbit.

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and outcomes for children

Creativity and exploration are promoted well as all children enjoy access to a variety of art, craft and imaginative activities, such as role play and small world. A love of music and books is promoted by spontaneous and planned story times and visits to the library. The childminder has a good range of story books. Children are supported to take books home that interest them to share with parents. Singing, dancing and rhymes are part of everyday routine.

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and outcomes for children

Children gain a strong sense of self-worth as they see themselves in photographs including displays of different activities and events they have been involved with. All displays are supported by text and children's work. A display of paper plate faces showing different emotions is made by the children after discussions with the childminder. She is very committed to support children to develop their social awareness and skills. They learn respect for themselves, others and property as she explains the reasons for and gives them clear guidance about good social behaviour. Children's socialisation and social skills are enhanced by visiting different groups. She is a good role model and the consistent use of praise and positive reinforcement contributes effectively to the children developing a good sense of self and belonging to a wider family group.

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and outcomes for children

Strong relationships with the childminder help children to feel safe and secure in their surroundings. They learn about possible dangers and how to keep themselves safe through discussions, robust routines and activities. The childminder has very effective hygiene policies and procedures and consistent routines, including discussions and explanations about personal care. Children learn about being healthy extremely well through effective healthy eating displays with photographs and text. They are involved in a visit by allotment workers who discuss with them about healthy fruit and vegetables. Children cut fruit and eat what they have prepared. Their knowledge of dental hygiene is enriched as they learn about brushing teeth using a large set of teeth. At the home they prepare fresh vegetables and make vegetable faces for their pizza. They make bread and grow herbs. Children keep fit as they visit local amenities and enjoy outside and indoor

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and outcomes for children

play in the home. 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 1 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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