Childminder in Leicestershire

Inspection report for early years provision

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Unique reference number EY413884 Inspection date 20/07/2011 Inspector Linda Moore

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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 registered in 2010. She lives with her adult son in a house in Donisthorpe, near Swadlincote, Derbyshire. The whole of the ground floor of the house is used for childminding, with toilet facilities on this level. There is an enclosed rear garden. There is one step to the front of the property.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to care for six children under eight years at any one time and is currently minding seven children, of whom two are on the early years register. The childminder walks to the local school to take and collect children. She has a Teaching Assistant National Vocational Qualification to Level 3.

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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 has a strong understanding of her role within the delivery of the Early Years Foundation Stage and organises her home effectively to provide an inclusive and stimulating setting. She has a comprehensive knowledge of safeguarding procedures and undertakes robust risk assessments to ensure children are safe and well protected. The childminder works effectively with parents and other professionals to monitor children's learning and development and ensure they make good progress. She is committed to the continuous improvement of her provision, although there is presently no system in place to monitor this process.

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further?

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

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further?

 improve procedures to inform parents who provide packed lunches about appropriate food content  develop evaluation systems to ensure that the quality of children's learning, development and care continues to improve.

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the early years provision

Children are effectively safeguarded as the childminder has a full understanding of the Local Safeguarding Children Board's procedures and knows how to report any concerns about children in her care. All adults living at the premises are known to Ofsted in order that their suitability can be checked. This helps protect children from harm and neglect. Comprehensive risk assessments are completed for all areas of the premises and outings to promote children's safety. These are reviewed regularly to ensure they remain valid and consistent. The premises are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 well maintained and space is organised appropriately to provide adequate room and scope for children to explore and play.

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the early years provision

Documentation and records are clearly written and well organised. A comprehensive range of policies and procedures are in place and these are shared with parents. The steps taken to promote children's health are mostly effective. Cleaning routines are well implemented to reduce the risk of cross-infection, children use paper towels to dry their hands and arrangements are in place should a child become ill or have an accident. Throughout the school term the childminder provides healthy meals and snacks before and after school. During holiday periods children bring a packed lunch from home. Discussion with parents is required to ensure the food provided is appropriate and children eat healthily.

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the early years provision

The childminder values all children and strives to ensure all are fully included in every aspect of the provision. She has an excellent understanding of how children learn and develop skills across the different areas of learning and ensures the activities and resources offered are suitable for the ages of those attending. The childminder presently offers out of school care as she works during the day as a teaching assistant at a primary school. The children on the Early Years Register attend the same school and are taught by her as she works in the reception class. This routine is highly beneficial to children as they have a consistent and familiar adult with them throughout the day. In addition, the childminder has first-hand experience of what each child is learning in class and this places her in an excellent position to know how to support and complement this learning in her provision. This ensures continuity and cohesion for the child.

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the early years provision

The childminder uses observation and assessment within her setting to identify children's learning needs and guide her planning. This information is compiled to produce a learning profile for each child, and these are shared with parents. Positive relationships have been established with parents; they are encouraged to share what they know and are kept well informed about how their child has been and what they have been doing. Parents provide highly complimentary feedback about the quality of the provision. The childminder shows a good capacity to improve, although self-evaluation systems are not fully developed to help her maintain a clear focus for future development.

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and outcomes for children

Children initiate their own play and make choices about what they do, as toys and resources are freely available. They enjoy a stimulating range of activities that balance well with the experiences they receive in school and take into account their interests and abilities. They make good developmental progress as a result. The childminder values their ideas and responds positively by taking their lead and direction in play, and this helps to extend their curiosity and learning. For instance, children organised their own Easter egg hunt, making up the rules and dividing themselves into teams. They took it in turns to hide and find the eggs, awarding and adding up the points won. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children develop good social skills as they learn to play cooperatively, be polite and respect each other's feelings. The childminder responds sensitively to their

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and outcomes for children

behaviour, taking time out to sit and explain calmly what is expected and how their behaviour can affect others. Star charts are used to reward and encourage achievement. Children's independence and self-help skills are promoted as they are encouraged to help themselves to snacks, drinks and activities.

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and outcomes for children

Children access a variety of writing tools and paper to promote pencil control and writing skills. They learn to recognise the letters and letter sounds in their name and are encouraged to write each letter using different mediums, for instance, as they paint tiles. Children enjoy games and activities that help sound and blend words, for example, using musical instruments, such as a shaker, to tap out the rhythm of syllables in words. Daily activities and discussions help promote problem solving and numeracy skills. Children use junk materials to make a car park and garage and number each parking space. This is then used to match and park different number sets of cars. During routines they count the amount of cups needed or how many biscuits. A child asks if they can help wipe the floor, and as they do this they recognise the circular movements used to clean the square tiles. The child also points out that where tiles join together they make an 'X'.

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and outcomes for children

Children's imagination and creativity are fostered as they design and produce artwork with a range of resources, such as, paints, glues and materials. Their small motor skills develop as they learn to manage tools, such as scissors and brushes. They enjoy making their own jewellery, using glass paints to decorate tiles and sewing different materials together to make hand puppet characters. Children enjoy playing in the garden and this area is used as much as possible to extend learning and promote physical activity. The outdoor area is interesting and stimulating with lots of resources to choose from. The childminder talks to children about the importance of exercise to remain fit and well. Children use resources and participate in activities that reflect the wider world and value diversity, such as using maps to find out where Africa is in relation to other countries or drawing pictures of the pyramids and River Nile in Egypt.

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and outcomes for children

Children learn the importance of healthy lifestyles. They follow good hygiene procedures, such as washing their hands before eating and after using the bathroom. Activities are used to promote this learning, for example, children design and create their own hand washing posters for the bathroom. They walk to school and understand how exercise and fresh air are good for you. Children learn about danger and safe limits, for instance, how to cross roads safely and use equipment properly. They practise fire drills and discuss what to do if there is an emergency, which helps raise their awareness of how to stay safe. 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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