Childminder in Leicestershire

Inspection report for early years provision

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Unique reference number EY413112 Inspection date 15/06/2011 Inspector Lynn Dent

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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 August 2010. She lives with her husband and two children aged six and three years in Groby, Leicestershire. The whole of the ground floor and a bedroom and bathroom of the childminder's house are used for childminding. There is a fully enclosed garden available for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register to care for a maximum of four children under eight years at any one time. She is currently minding four children, of whom one is in the early years age range.

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Description of the childminding

The childminder walks to local schools to take and collect children. She attends the local carer and toddler group and takes children to the park. 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 are making good progress in their learning and development because the childminder provides an interesting range of activities and experiences. Observations and assessments show children's achievements, although their learning priorities are not always identified. The childminder ensures that children can free-flow to the garden where their learning and development continues to be effectively promoted. Good partnership with parents ensures that children's individual needs are known and met. All children benefit form partnership working with local schools and other providers when required. The childminder is in the early stages of self-evaluating her provision and has started to identify areas for improvement.

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further?

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

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further?

 ensure that children's learning priorities are regularly identified for future planning  develop the early systems already in place to further self-evaluate and monitor practice to identify the strengths and priorities for development and bring about continuous improvement.

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the early years provision

Children's welfare is protected because the childminder is confident to identify, record and report child protection concerns to the Local Safeguarding Children Board. Children are cared for in a safe environment due to the ongoing safety This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 checks carried out by the childminder. A wide range of developmentally appropriate toys and resources are stored safely at children's height, enabling them to make independent choices. Before outings the childminder risk assesses venues, ensuring they are suitable for children to visit.

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the early years provision

Effective relationships with parents result in detailed information about the children's welfare, developmental and learning being shared at induction. Ongoing discussions and access to children's developmental record keep parents fully informed of their child's progress. Letters and discussions confirm that parents value the care provided and are pleased with the progress their children are making. The childminder has experience of working with other providers for the benefit of all children in her care, promoting consistency in their learning and development. The childminder has not yet cared for any children who have special educational needs and/or disabilities. However, she has a clear understanding of the importance of working with other professionals to provide a good level of support for such children when the need arises.

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the early years provision

The childminder is in the very early stages of self-evaluating her provision and is beginning to identifying areas for improvement. All children benefit because the childminder is committed to developing her professional knowledge and skills by attending a range of training. The childminder has implemented a wide range of policies and procedures that effectively underpin the care of the children.

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and outcomes for children

The childminder plans the day well so that children free-flow to the garden for outdoor play where their learning continues to be effectively promoted. For example, they learn about recycling as they use plastic drinks containers to grow flowers. The childminder plans a wide range of activities for the children, ensuring they receive a balance of experiences. For example, art and craft activities, games, cooking, singing and exploring the local community. Effective systems are in place for recording children's progress. However, their next steps are not always identified so do not fully aid the childminder in her future planning, although she knows the children well.

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and outcomes for children

Children's social skills are enhanced because the childminder takes them to the local toddler group where they can interact with a wider range of children. In the childminder's home they show very good behaviour as they play contentedly with their friends. Children clearly feel safe in the childminder's care as they settle to play on arrival and are happy for their parents to leave. The childminder uses everyday experiences well to help develop children's learning and independence. They choose what to eat for lunch and identify which colour plate they would like to use.

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and outcomes for children

Children are confident talkers and engage the childminder in conversations about what they see, such as pointing to planes in the sky. The childminder effectively uses this to extend the children's interests by talking about holidays. Children enjoy their time with the childminder and giggle with glee as they jump up and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 down on the trampoline while the childminder jumps up and down on the path beside them. Children learn about the local community and the wider world as they visit the shops and parks and celebrate various events throughout the year.

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and outcomes for children

Children are actively encouraged to explore and solve problems as they find out how things work. The childminder gives them a camera and offers to show them how to use it. The children decide they would like to do this by themselves. They spend time pressing the buttons and with encouragement from the childminder, who uses phrases like 'look there's a light' and 'what happened when you pressed that button?', eventually work out how to take pictures. As a result, they develop a sense of achievement while learning to use technology.

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and outcomes for children

Children learn about the importance of good hygiene and a healthy diet from an early age because they practice this during the daily routines. For example, they count to 10 as they wash their hands with soap and water. They use individual towels to dry their hands and place these into a bin to be washed after use. Consequently, the spread of germs is minimised. During meals times the childminder and children discuss the healthy foods they are eating and they also learn more about his during activities, such as making fruit kebabs. Children learn how to keep themselves safe as they practice the emergency evacuation procedure and how to cross the road safely. 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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