Childminder in Leicestershire

Inspection report for early years provision

p.1

Unique reference number EY419296 Inspection date 09/08/2011 Inspector Alison Putnar

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 registered in 2010. She lives with her husband and three children in the Asfordby area of Melton Mowbray. The whole of the house is available for childminding and is accessed via a small step up to the front door. Children have the use of a separate playroom. Toilet and hand washing facilities are located on both the ground and first floors of the home. There is an enclosed rear garden for outdoor play. The home is within walking distance of the school, park and shops.

p.4

Description of the childminding

The childminder may care for a maximum of three children at any one time and is registered on both the compulsory and voluntary parts of the Childcare Register.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children's individual care and learning needs are met effectively as the childminder works closely with parents and other settings the children attend. She offers a varied range of worthwhile activities. Methods for observing, recording and planning for children's development are progressing well. Children's welfare is generally protected through secure systems for maintaining a safe environment and keeping required records. The childminder presents a positive attitude to continually improving the setting for the benefit of the children and is beginning to use methods of obtaining feedback from parents and self-evaluation to highlight strengths and any areas for development.

p.4

further?

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

p.4

further?

 make closer links between observations of children's progress and planning further activities to help individuals reach their full potential  extend the emergency evacuation procedure to ensure it is more clearly defined with regard to instances when children are sleeping on the first floor while others are playing on the ground floor.

p.4

the early years provision

Secure methods are in place for protecting children from harm. The childminder has a clear understanding of procedures for reporting child protection issues. The childminder has developed a range of policies to guide her practice and reflect her setting, and the majority include the relevant details. Children's safety is further protected as the childminder supervises them well and helps them to develop an awareness of keeping safe through play and discussions. Accurate records relating to the care of children are well maintained. The childminder completes comprehensive written risk assessments for the home and prior to outings. She This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 takes relevant action to minimise the risk of accidents, including daily checks to remove any potential hazards, such as clearing berries from the ground that have fallen from a nearby tree. Household members are appropriately vetted, ensuring

p.4

the early years provision

their suitability to be around children. As a result, children's welfare is protected and they are cared for in a safe and secure environment.

p.5

the early years provision

The home is well organised to meet the needs of the children. A good amount of space is provided, with comfortable furnishings and a wide selection of age- appropriate toys and equipment supporting children to eat, play, relax or sleep according to their individual needs. A welcoming, home-from-home environment is provided. The well-resourced playroom ensures that toys and activities are freely accessible to children, promoting their enjoyment as they choose and help themselves to those that interest them. The garden is also used regularly to offer different learning experiences, such as sand and water play. Methods of monitoring and supporting children's progress are generally effective. Children settle well and benefit from the childminder's friendly nature. The sensitive settling-in sessions enable bonds to begin to form with the children, helping them feel comfortable. The childminder gathers all relevant information from parents to

p.5

the early years provision

enable her to cater for individual needs in line with parents' wishes. The childminder actively promotes equality as she values children's diverse needs, ensuring all are included in activities, such as positioning a young child's highchair at the table, enabling the child to take part in a cornflour or play dough activity. She provides a selection of toys and activities that positively reflect diversity as a tool for children to begin to explore and value the wider society.

p.5

the early years provision

The childminder communicates very well with parents and other settings the children attend to ensure continuity in their care and learning. Daily diaries, verbal communication and the use of text messages ensure parents are kept well informed. She actively seeks feedback from parents as a tool to ensure she provides a service that meets individual needs. As a result, the childminder has created more variety in the meals provided to children. She has completed a systematic review of her service to highlight strengths and areas for improvement. She has begun to consider areas that she hopes to develop, such as attending further training to enhance her knowledge and skills and creating opportunities for minded children to attend local toddler groups to further enhance their personal, social and emotional skills. She now needs to implement these ideas to have maximum benefit on outcomes for children. The childminder demonstrates a

p.5

the early years provision

secure ability and positive attitude to continuous improvement through accessing further training, seeking advice from relevant professionals and attending childminder support groups to share good practice and keep abreast of changes. She has made a good start to her childminding business.

p.5

and outcomes for children

Children appear confident and exceedingly settled in the childminder's home. Good relationships are evident between the minded children, the childminder and her children. Young ones begin to form friendships as they play alongside each other and mimic each other's actions. Two children laugh and giggle and make vocal This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 sounds as they enthusiastically push open the windows of the playhouse to see the childminder. Young ones are beginning to be appropriately encouraged to share and take turns through methods suitable to their age and developmental stage. The childminder now plans to attend local groups with the younger ones to further support their social skills. The childminder observes children in play and highlights next steps for them to work towards to help them build on the skills they already have. She is at an early stage of planning further activities to help children achieve

p.5

and outcomes for children

these next steps. The childminder takes account of children's interests when providing resources, such as providing musical instruments, including a drum, for a young child who likes to bang toys together. As a result, children are active and interested as they enjoy their play.

p.6

and outcomes for children

Children's early language skills are supported as the childminder engages in play with them and introduces activities, such as singing. She uses a range of puppets and visual aids to capture the younger ones interest and encourage their concentration skills. Children make good progress through the range of activities they encounter and develop skills for the future. They visit the library with the childminder and share books as a tool to support future reading skills. They explore and develop their creativity through art and craft activities, when listening to and moving to music and through a good variety of role play activities. When playing with home corner toys, they recreate familiar experiences, such as holding the toy phone to their ear and babbling. They begin to explore early writing skills, developing hand control as they manipulate play dough, make marks in cornflour gloop or when using chunky wax crayons. Resources and activities are provided for

p.6

and outcomes for children

children to develop their knowledge and understanding of the world. Young ones press buttons on toys, exploring the effect as a toy pops up, while older ones plant and care for sunflowers and carrots in the garden, exploring aspects of nature.

p.6

and outcomes for children

Children begin to address their own personal needs as they are effectively supported by the childminder. Young ones are given the support and opportunity to practise feeding themselves at snack time. The childminder works closely with parents on issues, such as feeding and diet, ensuring that all needs are accommodated. Children's health is well promoted. The childminder's own children act as positive role models to younger ones, reminding them to wash their hands before snack time. The home is very clean and tidy, and snacks and refreshments are readily available and nutritious. The childminder ensures children gain fresh air and exercise daily. The garden is used, alongside walks in the local area, trips to the park, farms and adventure play attractions. These provide good opportunities for children to develop wider physical skills as well as benefiting from these new experiences. Outdoor activities are also used to help children consider safe

p.6

and outcomes for children

practices, for example, crossing roads safely together and learning to use equipment, such as the swings and slide, safely. 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 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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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

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