Childminder in Leicestershire

Inspection report for early years provision

p.1

Unique reference number EY410733 Inspection date 12/04/2011 Inspector Esther Darling

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2010. She lives with her husband and child over one year of age in Leicester. The whole of the ground floor, the bathroom and front bedroom of the childminder's house are used for childminding, with toilet facilities available on the first floor. There is a fully enclosed garden available for outside play. Access to the property is gained via a step up to the front door. The childminder provides care for children all year round, daily and after school.

p.4

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 five children at any one time. The family has a pet dog.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

The childminder supports every child so that no group or individual is disadvantaged because she ensures that the needs of all children are routinely met, recognising the uniqueness of each child. The childminder has a sound understanding of the Early Years Foundation Stage, and this enables all children to make satisfactory progress in their learning and development. Partnerships with parents and wider partnerships promote children's welfare and continuity of care. All required policies and procedures are sufficiently effective to safeguard children. The childminder has begun to evaluate her practice and identify some strengths and areas for improvement, thus demonstrating a satisfactory capacity to improve her provision.

p.4

further?

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

p.4

further?

 promote further continuity and coherence by sharing relevant information with other settings and with parents, with regards to children's care and learning  ensure that observations are more systematic and assessments of each child's achievements, interests and learning styles are matched to the expectations of the early learning goals  expand on resources so that young children are encouraged to select and use activities and resources independently.

p.4

the early years provision

The childminder demonstrates a high level of commitment to promoting children's safety. Arrangements for safeguarding children are robust, regularly reviewed, carefully managed, and understood well by the childminder because she has This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 attended safeguarding training. Effective procedures are in place for identifying any child at risk of harm and liaising with the appropriate child agencies. The environment in which children are cared for and educated is safe and supportive. All of the required records to promote the welfare and care of children are kept and shared with parents. Children are taught to be safety conscious without being fearful. For example, the childminder understands the importance of instilling a strong sense of worth that equips children to have the confidence and vocabulary to resist abuse. This enables them to develop a strong understanding of how to

p.4

the early years provision

keep themselves safe. The childminder has a sound knowledge of the Early Years Foundation Stage and plans a sufficient range of appropriate activities to enable children to make satisfactory progress towards the early learning goals. However, observations of children are not yet sufficiently systematic to enable the childminder to plot children's progress, and do not identify particular areas of learning.

p.5

the early years provision

Children have access to the living room and dining room for play and this leads onto the garden, which is used on a regular basis. Resources are adequate to support children's learning and development. Although certain toys and equipment are not always available or sufficient, the childminder adds to them with those from the local resource centre. She ensures that toys are rotated to provide interest, and that age-appropriate ones are within reach of young children and babies. The childminder knows the children well and considers the needs of individual groups when planning activities. For example, a football net and outdoor equipment has been provided for school-aged children who enjoy being in the garden. Space is available for individual children to use if they need to and babies have the opportunity to lie and roll on a mat on the floor, close to the childminder. Specific items and systems have been devised by the childminder to support

p.5

the early years provision

children in communicating their feelings. This has a positive impact on their self- esteem. The childminder raises her both her own and children's awareness of diversity via access to a range of books from the library, dolls and puzzles which reflect different aspects of society.

p.5

the early years provision

The childminder speaks to parents on a daily basis and this gives them an opportunity to share any concerns that they may have. She obtains information about the children from the parents when they first start and ensures continuity of care by following babies' routines, such as for feeding and sleeping. This in turn helps babies to feel safe and secure. Less focus is placed on involving parents in children's assessments or learning, meaning that some opportunities to extend children's learning at home may be missed. The childminder initiates contact with the school to ensure individual children are supported. She continues to liaise with the school to encourage them to use the systems already in place to share information on a more regular basis. However, despite her efforts, this does not yet fully support all children. The childminder has very recently begun to evaluate her practice and has identified some areas in need of improvement, such as the

p.5

the early years provision

system for observational assessment and her organisational skills. Since registering she has made improvements to the range of resources that children use and is continuing to look at ways for babies to access to a greater variety of everyday objects. The childminder has also attended a relevant course regarding the four themes under the Early Years Foundation Stage. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

The childminder supports young children's learning and development by interacting closely with them and responding to their attempts to communicate via words or actions. For example, she understands that babies learn and develop best via close contact with a known adult. The childminder bounces the baby on her knee while singing or tickling, which the baby responds well to. The learning environment, both indoors and outdoors allows for children to move around freely and select from a sound range of toys. Babies are encouraged to and do move and roll around on the floor to reach out for toys which have different textures and colours, or make noises.

p.6

and outcomes for children

The quality of planning for individuals to ensure that each child is offered an enjoyable and challenging experience across the areas of learning is appropriate. Observation and assessment is used to plan activities that are tailored to the needs and abilities of individuals, however, the childminder has only recently begun to care for children in the early years age range and this system is not yet fully functioning. Children's additional learning and/or development needs are identified and provided for with some worthwhile and successful ideas which have had a very positive impact on their self-esteem. Children engage in planned, purposeful play and exploration, both in and out of doors, with a balance of adult-led and child-led activities that foster active learning. For example, the childminder responded to school-aged children's love of playing football in the back garden by obtaining a goal and other equipment to allow them to get maximum enjoyment out of this.

p.6

and outcomes for children

Children enjoy creative activities that they have suggested and the childminder facilitates these via resources and ideas when needed. Children's artwork is displayed and this allows for them to celebrate their creativity. Babies develop good physical skills and are happy to push themselves up on their arms and move around on the mat. They explore their immediate environment, such as the baby gym. However, they do not yet come into contact with a full range of items, such as everyday objects, in order to widen their experiences.

p.6

and outcomes for children

Children's understanding of health and well-being are encouraged by the childminder's actions, such as talking about and washing her hands after changing nappies. Children are offered fruit for snack and the childminder uses this time to help children understand the importance of a well-balanced diet. They enjoy regular time in the garden, and babies are taken for daily walks to school and often to the park. Babies show through their body language that they are happy, safe and secure, for example, after a feed, when they are sleeping or snuggled in to the childminder. They are happy to play by themselves when a familiar adult is around them and begin to take risks and develop confidence, such as trying until they can roll over from back to front. Toddlers understand about what is expected of them because the childminder explains about not bouncing on the settee because they could fall. Children are very well behaved and older children show

p.6

and outcomes for children

affection, care and concern for younger ones. Children feel safe to express their feelings and the childminder is skilled in empowering them to do this in more positive ways. This helps them develop the skills to become well-rounded individuals. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.7

Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 3

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.8