Childminder in Derbyshire

Inspection report for early years provision

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Unique reference number EY412589 Inspection date 08/06/2011 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 was registered in 2010. She lives with her husband and child aged two years in Riddings, Derbyshire. The whole of the ground floor property is used for childminding with bathroom facilities on the first floor. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children under eight years at any one time, of whom no more than two may be in the early years age range. There are currently five children attending, who are all within the early years age group. Children attend for various sessions. 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 good.

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The overall effectiveness of the early years provision

Children's individuality is valued by the childminder and therefore their needs are successfully met. Systems for monitoring their progress are generally effective in supporting their developing skills. The childminder has a good understanding of how to keep children safe, with written documentation being mostly very supportive of this. Early systems for self-evaluation and the childminder's positive attitude to developing her skills are on the whole effective in maintaining improvement. Partnerships with parents and other agencies benefit children's welfare and developmental needs.

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further?

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

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further?

 build on methods used for monitoring children's progress across the areas of learning  develop further risk assessment to include fire safety and carry out regular evacuation drills, recording any problems encountered and how they were resolved  develop further the use of self evaluation as a tool for effectively identifying the strengths and weaknesses of practice in order to maintain improvement.

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the early years provision

The childminder has a sound understanding about keeping children safe. She understands about keeping Ofsted informed of changes to the provision. She also ensures that all adults in the home are appropriately checked through the Criminal This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Records Bureau. Her understanding about signs of abuse and what to do if she has a concern effectively promotes children's safety and security. She has completed training on safeguarding children. Written documentation is supportive of children's welfare, for example, she has developed a procedure for a child who is not collected and also has a safeguarding policy. Practical steps taken by the childminder help to keep children safe, including checking the home for hazards on a daily basis. A record of her risk assessments is maintained, which also includes the risk assessment of outings. The home is equipped with fire safety equipment

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the early years provision

such as a smoke alarm and a fire blanket. The childminder has a clear procedure for evacuating children from the premises but has not considered all aspects of fire safety. For example, she has not regularly practiced the evacuation procedure and therefore has not assessed the time it would take to move a large sofa that is obstructing the front door, in order to leave in an emergency.

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the early years provision

The childminder has developed an admissions policy that ensures all children have equal access the provision. She encourages all of the children to join in with activities and adapts these, where required, so that all children are included. Children access resources that help them to learn about other people in the world. For example, ethnic dolls and books that depict positive images of differences. Parents receive good information about the provision, which effectively supports children's welfare and learning. They are initially given copies of the childminder policies and procedures. They are made aware that they can view their child's information and have the opportunity to view observations undertaken by the childminder. Some information is displayed such as the childminder's registration certificate and the Ofsted poster. Parents are encouraged to share information about their child's development. A daily diary and discussions are used to share

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the early years provision

information about any achievements or concerns, resulting in a valuable system of communication.

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the early years provision

The childminder is a qualified nursery nurse and is ambitious to improve her skills including undertaking a Foundation degree in Early Years. She has begun to evaluate her practice and consequently has made some changes to improve the environment for children. However, self-evaluation is not yet being used as an effective tool for identifying all of the strengths and areas for improvement in the provision. Effective deployment ensures children are able to enjoy themselves and make good progress. The childminder organises toys and activities so that they are easily-accessible for children to make choices from. For example, there is a large open box at floor level, books out on the floor and play dough on a small table. Local resources are used to enhance children's experiences. For example, they visit the playgroup and the local park. The childminder has developed a link with another childminder so that there is continuity of care for children should the

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and outcomes for children

Children make good progress because the childminder has a sound understanding of how to support their learning. She interacts well with them, helping them to be confident and independent. For example, they thrive on helping with tasks such as This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 taking some water to the sand tray. They are also encouraged to develop independent ideas and designs in craft activities. The childminder undertakes observations on the children to understand their abilities. However, she has not yet settled on a method for monitoring progress or effectively using the information to plan for children's next steps. Nevertheless, this does not impact detrimentally on children's learning because the childminder has a wealth of experience and skill, which enables her to support them well.

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and outcomes for children

Children are enthusiastic learners and never tire of exploring the environment and activities on offer. The creative organisation of the environment is appealing to children. The outdoor area is a safe, free-flow, extension of the indoor learning environment. The children enjoy playing in the sand and they use simple words to describe it as 'wet'. They play imaginatively as they take their doll to the 'shop'. Open questions from the childminder encourage early language development. The children say 'bye-bye' to the childminder and wave enthusiastically. They sparkle with excitement as they find different items when they explore the garden with their buckets. They proudly share their 'treasures' with the childminder and visitors. They play with soft balls on the lawn and aim at the garden goal. They also have other opportunities to develop physically when they, for example, visit the soft play centre and the park. Puzzles of different complexities are a challenge

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and outcomes for children

to their problem solving skills. They enjoy singing Ring-a-Ring-a-Roses, excitedly falling down and jumping up at appropriate moments.

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and outcomes for children

Children are learning to be safe whilst they play as the childminder gently warns them not to spin around too much because they may fall over, and not to slip on the sand. They are developing an early understanding about acceptable behaviour and how to consider others' needs. They are encouraged to be caring through role play as they cuddle the dolls. They play nicely together and even at a young age demonstrate kindness. For example, one child hands another their coat. Children's health is well-supported through good hygiene and healthy eating. The childminder talks to children about washing their hands after they have been playing in the sand and the mud. They have healthy snacks and meals, with older children participating in the preparation of the meals. This encourages them to make healthy choices. 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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