Childminder in Doncaster

Inspection report for early years provision

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Unique reference number EY260677 Inspection date 12/07/2011 Inspector June Rice

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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 2003. She lives with her husband and children aged fourteen and fifteen years in Edenthorpe, near Doncaster. The whole of the childminder's home is used for childminding, with the exception of the bedrooms. There is a fully enclosed garden for outside play. The childminder walks or drives to local schools to take and collect children. The childminder attends the local parent/toddler group. The childminder supports children with special educational needs and/or disabilities. She is qualified to level 3 in childcare.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children under the age of eight years, no more than three of whom may be in the early years age range.

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Description of the childminding

When working with an assistant, she is registered to care for a maximum of ten children under eight years, no more than six of whom may be in the early years age range. They also offer care to children over five years to 11 years. This provision is registered on the Childcare Register. Children occupying these places share the same facilities as the children in the early years age range. There are currently six children on role who are under five years old.

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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

The childminder demonstrates a positive attitude towards continued improvement and has successfully evaluated her provision. All required documentation is in place. However, fire drills and risk assessments for outings are not recorded. Space is used very effectively and she is committed to working in partnership with parents, local schools and other early years providers. This ensures children continue to make good progress in an environment in which they feel safe and secure.

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further?

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

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further?

 regular evacuation drills should be carried out and details recorded in a fire log book of any problems encountered and how they were resolved  develop further the planning and assessment arrangements to help identify children's next steps in learning  update the record of risk assessment to include any outings. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder works in partnership with parents and others to safeguard children. She demonstrates an excellent understanding of child protection and is very confident in her ability to implement procedures effectively in order to protect children. A visitor's book is maintained, and written procedures are in place in the event of lost or uncollected children and safeguarding. Parents receive a copy of all policies and procedures, and sign them as read and understood. All required documentation is in place and clear risk assessments clearly identify possible hazards and the action taken to reduce any risks. However, these do not include risk assessments for outings. Since her last inspection the childminder has continued to access training in order to enhance her provision. For example, she has completed training in first aid, hygiene, language and play, and story sacks. She has developed strong working relationships with parents and other

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the early years provision

professionals to ensure children's individual needs are met effectively. For example, she liaises closely with the headteacher of the local school she collects children from and receives the development records of children transferring from another setting. She also shares relevant information about children's progress during their transition to school.

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the early years provision

The childminder has successfully evaluated her provision and its impact on children's learning and well-being, and she is clearly aware of her strengths and areas that can be improved. Since her last inspection the childminder has improved the record of medication, further promoting children's safety. The childminder demonstrates that she knows her children very well. She supports their learning through a good range of activities and uses good questioning techniques that encourage them to think and respond. Planning of activities is rigorous, and the childminder has several systems for recording children's progress where she uses examples of children's work, photographs and written observations to identify what they are learning. However, children's next steps are not identified with any regularity. Therefore, it is not always clear what the learning objectives are for some of the children. Inclusive practice is promoted effectively by the childminder

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the early years provision

who promotes equality for all through resources and activities that introduce children to diversity. Resources are well displayed around the play area within easy reach of children to encourage their free exploration and choice. The childminder supports children with special educational needs and/or disabilities by working closely with others involved in their care and education.

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and outcomes for children

The childminder provides children with a good range of activities and play opportunities that include outings and attendance at various groups throughout the week. Good health and well-being is well promoted through procedures that are successfully implemented. For example, children who are infectious are excluded to protect others, and robust systems are in place to record medication, accidents and existing injuries. Children are provided with paper towels to dry their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 hands and this helps to prevent cross infection. Children learn about healthy eating as the childminder promotes this through discussion and the provision of meals that are prepared with fresh ingredients. When given a choice of a biscuit or fruit for snack, children quickly choose fruit and are given a variety to choose from. Children are encouraged to be active through a range of activities that promote

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and outcomes for children

physical exercise. They benefit from an outside play area that promotes physical exercise through the provision of a slide, climbing frame, trampoline and sit-and- ride equipment. They also enjoy visits to parks and occasionally go swimming.

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and outcomes for children

Children behave in ways that are safe for themselves and others, and are learning to develop an understanding of dangers and how to stay safe through their daily routine and activities. For example, before outings, children talk about road safety and not talking to strangers. On occasion they have practised an emergency evacuation, however, this is not with any consistency and there are children at the setting who have not yet been included in an evacuation. Children show they feel safe as they confidently explore and use their immediate surroundings, and children who have not been long at the setting stay close to the childminder or her assistant for reassurance until they feel safe in the presence of visitors. Children are very well behaved and have developed strong relationships with each other and their carers. They make decisions about what they want to do and are happy playing alongside others and also on their own. Inclusive practice is well promoted

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and outcomes for children

by the childminder, who states that she would challenge inappropriate attitudes and practices. Children are treated as individuals and are encouraged to learn about and respect differences. They are encouraged to care for their environment and are learning to recycle. For example, they grow strawberries, marrows, cucumber and tomatoes and enjoy the responsibility of watering and tending them, and later enjoy preparing and eating them. They help to recycle paper and bottles.

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and outcomes for children

The childminder knows her children very well and is able to discuss their individual progress. Children are growing in independence and often initiate their own play. Adult intervention supports children well as they gently guide and make suggestions in an effort to extend and consolidate their learning. This ensures children continue to make good progress. Children are inquisitive; they say hello to visitors and ask their name before running back to resume playing with train and track, pushing the train up, down and under a bridge. Other children show their gentle side as they nurse and hug a doll. Children show they are familiar with their routine as they help to tidy resources away before they go outside. They independently choose what they want to do outside and sing to themselves as they chalk onto a board, enjoying using all the space on the board. Their interest in mark making is further encouraged as they are prompted to write their name on

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and outcomes for children

their work. Other children enjoy colouring pictures in, and they run inside and proudly say 'this is for mummy.' Children plant and grow seeds, learning how to tend for them. Photographs show them using their hands to fill pots with peat and plant the seeds. They are eager to show off what they are growing and proudly show visitors the tomatoes, cucumber and marrow. They enjoy tasting the strawberries and cucumbers they have also grown. Children are learning about recycling through the routine of the household, which recycles bottles and paper, and they also use recycled materials to make junk models. Children enjoy an autumn walk. They collect leaves and talk about the different kind of trees and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 leaves they can see. They talk about the colours and shapes, and are encouraged to differentiate between a big or small leaf. Children enjoy stories; they often

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and outcomes for children

choose their own but also enjoy stories linked to current themes. For example, in the winter they read about a hedgehog and its winter worries. They make a bird cake, mixing seed, raisins, peanuts, cheese and lard together. As they mix it with their hands they are asked to describe the texture and reply with a variety of words, such as 'gooey' and 'squashy'. 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 1 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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