Childminder in Durham

Inspection report for early years provision

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Unique reference number EY418858 Inspection date 15/08/2011 Inspector ISP Inspection Janet Fairhurst

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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 2010. She lives with her husband and child aged nine years. They live in a village outside of Durham at Shotton Colliery, close to schools and local amenities. The childminder uses the whole of the home for childminding. There is an enclosed play area to the rear of the house which children are able to access for outdoor play.

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Description of the childminding

The childminder is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children under eight years at any one time, no more than three of which may be in the early years age range with no more than one under one year. She is also registered to provide overnight care for one child. The childminder is currently caring for three children all of whom are in the early years age group.

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Description of the childminding

The childminder attends the local toddler groups and takes children to the park and local facilities. The family has three cats.

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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

Children benefit from the childminder's genuine commitment to supporting the individual needs of all children in her care. She provides an inclusive and welcoming environment, where she works closely with parents to gather information in order to effectively meet children's individual care needs. Children's learning is purposefully promoted and children are making good progress towards the early learning goals. The childminder's commitment to developing her service is good and she is beginning to use self-evaluation as a way to monitor and evaluate her service.

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further?

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

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further?

 develop self-evaluation processes, including exploring ways to incorporate the views of parents and children  practise the fire evacuation regularly with the children so they are confident and aware of what to do in an emergency. 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 organises her provision well. All of the required records for the safe and efficient management of the setting are in place and effectively maintained, including children's details and appropriate consents. Children are effectively safeguarded as the childminder has a good understanding of the signs and symptoms of abuse and the procedures to follow should she have any concerns. Children are kept safe within the home and on outings, as the childminder has completed and recorded risk assessments which highlight and address all possible hazards to children. The childminder works to provide an enabling and inclusive environment and she makes parents and their children feel welcome. Her home is well organised with good access to resources that meet the needs of all children. The wide range of play equipment is well maintained, suitable for the ages of all the children attending and offers interesting variety. The

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the early years provision

childminder currently has no children attending who have special educational needs and/or disabilities however, she demonstrates a positive attitude towards gathering information from parents to ensure that all children are included at the setting.

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the early years provision

The childminder promotes successful relationships with parents by providing them with regular written and verbal information about their child's activities and personal care routines. Good arrangements are in place to gather and record information in order to meet all children's individual needs, such as children's personal details, routines and allergies. There is an effective two-way flow of information between the childminder and parents both at the outset of care arrangements and as children grow and develop. This ensures that children are valued as individuals and are therefore settled and make good progress. The childminder actively involves parents in children's learning and progression because she regularly shares with them their child's progress records and observations and encourages them to share the observations made at home. The childminder has made progress with regard to working with others involved in children's learning or

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the early years provision

care, such as the local nursery. This means she is able to take appropriate steps to ensure children receive the best learning opportunities to support their learning.

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the early years provision

The childminder understands the importance of promoting ongoing improvement and her commitment towards this is good. For example, through liaising with her fellow childminders and development worker she explores different ways to gain new ideas. She is beginning to use self-evaluation to help her evaluate and monitor her service and this contributes to her identifying areas for development. However, the self-evaluation process is new and the childminder is still exploring ways in which she can incorporate the views of parents and children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder has good relationships with the children, she knows them well, and therefore, she effectively meets their individual needs. Their needs and stages of development are fully considered when planning enjoyable experiences across the six areas of learning. Observation, planning and assessment arrangements are good. This means the childminder supports children in making good progress in their learning. For example, through carrying out regular observations and matching these to the expectations of the early learning goals, the childminder is able to plan activities to support children's progression.

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and outcomes for children

The childminder provides a welcoming learning environment where children have access to varied resources and activities. For example, children use their imagination through role play activities, they express their creativity through arts, crafts and music and they enjoy looking at books and joining in fun rhymes and songs. The children are curious and inquisitive learners and enthusiastically explore their environment and talk about things that interest them in the garden. For example, the frogs and the tiny snails that live in the pool in the garden generate conversations about the life cycle of the frog. Children receive lots of individual attention from the childminder who actively supports their growing independence, encouraging them to do things for themselves such as helping to prepare snack and cutting their own fruit. She devotes her time to the children, effectively promoting learning through play. Children are involved in the local community and

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and outcomes for children

socialise with other children as they regularly visit toddler groups and visit the local parks. The childminder instinctively intervenes when she sees opportunities to extend children's learning but also acknowledges that at times children like to play alone. For example, when the children play with the dolls she allows them the freedom to create their own little scenario's using their imagination. The childminder manages children's behaviour well, which contributes to them developing positive and harmonious relationships with others. For example, through play and discussions children learn about right, wrong, good manners, sharing and taking turns. Through praise and celebrating achievements, the children have good self-esteem and a positive self-image.

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and outcomes for children

The childminder provides a safe and secure environment that provides continuity for children. This, alongside positive relationships, results in children feeling safe and settled in the childminder's care. In addition, children learn about the importance of keeping themselves safe. For instance, she explains why they need to pick up toys to avoid others falling over them and adopts good road safety procedures on outings. The childminder has given consideration to how she would evacuate the premises in an emergency. However, as yet she has not involved the children in the evacuation procedure. The children are learning well about why they need to adopt good personal hygiene practices. For example, they routinely wash their hands at appropriate times throughout the day. In addition, through healthy nutritious meals and snacks, the childminder encourages children to make healthy choices. This supports children's healthy growth and development. The

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and outcomes for children

children have good opportunities to be active and to access fresh air. For example, children go on daily walks and they enjoy playing in the garden and at the park. In This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 addition, through good organisation of the space, babies and young children have the space and freedom to roll, crawl and explore their environment. 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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