Childminder in Warwickshire

Inspection report for early years provision

p.1

Unique reference number EY422347 Inspection date 11/08/2011 Inspector Hazel White

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 2011. She lives with her husband and two children aged six and four years in the Studley area of Warwickshire. The whole of the property is used for childminding. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

p.4

Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than two may be in the early years age range. There is currently one child attending who is within the Early Years Foundation Stage. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder holds an early years level three qualification and is a member of the National Childminding Association.

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 access a wide variety of toys and activities which help them to make good progress in their learning and development. The childminder effectively meets the needs of all children through recognising their uniqueness and by providing an inclusive and welcoming service. Strong partnerships with parents and other early years providers helps to ensure consistency of care and effectively complements their learning. Overall documentation is well-maintained. The childminder demonstrates her commitment and capacity to improve through ongoing training, however, self-evaluation systems are in their infancy.

p.4

further?

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

p.4

further?

 use further self-evaluation and quality improvement processes as a basis of ongoing internal review.  develop a system for recording complaints.

p.4

the early years provision

Children are effectively safeguarded from the risk of abuse or neglect. This is because the childminder understands her responsibility to refer any concerns she may have about children's welfare. The safeguarding policy is effectively shared with parents so that they are fully aware of her role in protecting children from harm. All adults in the home have had their suitability checked. The childminder's house is secure and daily safety checks help to ensure that potential hazards are identified and suitably minimised. Comprehensive written risk assessments are in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 place for all areas used by the children. As a result, children are cared for in a safe and secure environment. The childminder is generally well organised in her management of policies and procedures which effectively promote children's health and welfare. However, although she is fully aware of how to investigate complaints

p.4

the early years provision

and has not received any, she does not have a system to record her findings which could delay the procedure.

p.5

the early years provision

Partnership with parents and other early years providers are developing well. As a result, there is a good level of communication and sharing of information relating to each child. The childminder encourages parents to complete detailed information about their children's interests and routines. These are used effectively as starting points to plan and assess their progress. This ensures that children's individual needs are met. Parents receive good quality information so they are well involved in their children's care and education. They have easy access to their children's assessment records and they are encouraged to comment on them. The childminder has considered how to link with other early years settings that some children will be attending in September. For example, she intends to have discussions with staff about what the children are doing so that she can complement their learning and ensure consistency of care.

p.5

the early years provision

Children have easy access to the different rooms on the ground floor where they move confidently around and enjoy daily use of the outdoor space with its range of different opportunities. They happily free flow between both, initiating their own play choices from the broad range of resources which promote their learning and development well. The childminder welcomes children of all abilities. She knows that liaison with other professionals provides extra support and knowledge, and encourages an effective partnership with all. Children also benefit from many opportunities to engage in activities in the local and wider community, such as, visits to the park, the farm, library and stay and play groups.

p.5

the early years provision

The childminder has started to formally consider what she does well and what she needs to improve, however, these systems are in the early stages of development. The views of children and parents are beginning to be included, however, their comments are not yet fully used to inform her practice. She shows a desire and commitment to personal development. The knowledge gained through training and the support from other local childminders has helped to improve her service and identify areas which will have a positive impact on all children. For example, she has developed good observation and assessment systems which clearly identify the children's next steps of learning. In addition, she is keen to introduce the children to forest school experiences and has researched the internet and looked for courses which will help her to achieve this.

p.5

and outcomes for children

Children settle quickly and develop caring relationships with the childminder and her family. Toys and resources are readily accessible and appropriate to the age and stage of the children's development. The childminder has a secure This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 understanding of the six areas of learning and the early learning goals. She knows each child well individually, establishing their starting points through discussions with parents and regular observations of children's play. Children receive a good mix of adult-led and child-chosen experiences, through both indoor and outdoor learning.

p.5

and outcomes for children

Lots of conversation and engagement in songs and nursery rhymes encourages children's early language skills. They are developing a love of books as they listen to their favourite stories and learn to write for a purpose in their fantasy play. For example, children write lists when they go shopping and make appointments in diaries when they play doctors. They are developing a wider sense of curiosity and exploration as they feel and touch different textures and natural materials. There is great excitement as they make robots from empty boxes, tubes and yogurt pots. They decide whether or not to use tin foil or paint for the body and carefully fix the eyes in place using sticky tape.

p.6

and outcomes for children

A wide variety of small world play helps them to develop their creativity and imagination. Children have many opportunities to problem solve as they use puzzles and make structures using different shaped bricks. Children enjoy visiting the allotment where they dig in the soil and help plant and harvest various vegetables. They pull up potatoes and take them home for their parents to cook for dinner. The childminder helps children to learn about the environment as they visit groups, the library and places of local interest. In this way the childminder uses natural opportunities to help children learn, such as, observing wildlife and the effects of the weather and seasons.

p.6

and outcomes for children

The childminder welcomes all children and is good at adapting activities to enable them to take an active role and develop at their own pace. Children behave well because they are fully immersed in their play. The childminder also has clear rules and boundaries and ensures she talks to children about the house rules. This encourages children to have respect for others and helps develop good social skills. Resources help children learn about diversity. They access books which reflect positive images of different cultures and traditions. The childminder sensitively answers children's questions when they notice differences in people in the community, therefore enhancing their understanding of the world around them.

p.6

and outcomes for children

Children are learning about safety through regular reminders. They know not to leave small toys on the floor because babies will put them in their mouths. Safe procedures are followed as they walk outside. For example, children know that they must stay within the childminder's sight and hold hands when crossing the road. They are encouraged to carry out daily routines which promote their health, such as hand washing and using paper towels to dry them afterwards. Children benefit from regular play outside in the fresh air as they develop their physical skills in the garden or through walks in the park. The childminder provides children with a range of healthy snacks, such as fresh fruit, and they have access to their drinks at all times. 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

Annex B: the Childcare Register

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

p.8