Childminder in Worcestershire

Inspection report for early years provision

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Unique reference number 204643 Inspection date 06/09/2011 Inspector Christine Williams

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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 1999. She lives with her husband and two children aged 15 years and 13 years in the village of Honeybourne, near Evesham. The whole of the downstairs of the childminder's home is used for childminding, along with a first floor bedroom. The house is close to shops and schools. There is a fully enclosed play area available for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding five children in this age group, most of whom attend part time. She also offers care to children aged over five years to 12 years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder currently supports children with special educational needs and holds a recognised childcare qualification to level 3. She is able to take and collect children from local schools and pre-schools and regularly attends toddler groups.

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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

This is a good setting where children are well cared for, feel secure and make strong progress. They benefit from close attention and enjoy stimulating first-hand experiences that help them to develop the knowledge and skills they will need for their future learning. Good quality interaction and well-organised routines are used well to ensure young children are safeguarded, happy and healthy. The childminder works closely with both parents and other settings and is focused on providing care that meets children's individual needs. She has made a good start in reviewing and evaluating her practice; although there is scope to do more to ensure that this is used to best effect.

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further?

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

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further?

 use self-evaluation more effectively by ensuring there is a regular cycle of plan, action and review.

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the early years provision

Safeguarding procedures are effective. The childminder has a thorough knowledge and understanding of her role in safeguarding children and ensures she keeps her knowledge up-to-date through regular top-up training. She works closely with parents so that she knows important information, such as who can collect and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 have contact with their children. Risk assessments and safety checks are used well and the childminder adjusts safety strategies to reflect the age and needs of the children attending.

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the early years provision

The childminder is well qualified, experienced and has clear views about what she wants to achieve. She is becoming increasing evaluative about her practice and has recently introduced new ways of working as a result of this. For example, she has developed an information pack for new parents that contains all the information they need about how their children will be cared for. However, the method for monitoring the effect of new changes and planning further improvements is still developing, and is not yet fully robust. The diverse needs of children are well considered and the childminder sets good examples for children to follow. She knows when to intervene and when to step back to allow young children to learn things for themselves, and is particularly skilled at sparking children's imagination.

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the early years provision

Positive relationships are developed with parents and other settings as the childminder works with them to help support the children in her care. She has an active interest in parents' views and uses a highly effective 'family information' sheet to gain important information about children's personalities, their family backgrounds, and what they can do. Regular text messages throughout the day help to ease separation worries and these are backed up with detailed chats at arrival and departure times. Care diaries and learning records ensure parents know how their children are progressing and the childminder talks to staff from other settings and schools so that there is a shared understanding about children's needs.

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and outcomes for children

Children make good progress and are developing well. A varied range of interesting experiences enrich their overall development and help them to learn the skills they will need in the future. Children are curious, show delight when discovering new things and are given lots of support. There is plenty of time to be active outdoors, as well as singing and quiet times when children enjoy looking at books. Independence and choice is supported well and children make the most of their rural environment to explore and become familiar with nature. Planning is effective and the childminder frequently observes and assesses children so that she knows what they enjoy doing and the progress they are making.

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and outcomes for children

Children are settled, happy and behave well. They make close relationships with the childminder and her family, and are confident and sociable with others. Important social skills, such as sharing and turn taking, are learnt as they play alongside their friends and they willingly help to tidy away their toys. Children talk confidently as they share what they know and chat happily to the childminder. Early mark making is supported through interesting materials, such as pens, paint and dough and children enjoy looking at books and learning rhymes and songs. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Everyday tasks, such as cooking cakes and biscuits, are used well to support children's understanding of weights and measures and they learn about numbers as the childminder counts with them as they walk up the stairs or play with numbered bricks. Children have lots of opportunities to meet new people and they

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and outcomes for children

regularly visit the local fields to see the childminder's horse or watch the rabbits, geese and ducks. There are simple electronic toys, a games machine and computer to use and lots of crafts and pretend play to enjoy.

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and outcomes for children

Children's safety is carefully considered. They are taught to be safety conscious, without being fearful, so that they know how to use the slide safely and to look and listen carefully when crossing roads. Gentle tones remind young children about the ways to avoid being hurt and they willingly turn to the childminder for support and comfort because they know she is always close by to protect them. Daily outside play and nutritious snacks help develop an understanding of healthy living. For example, children show they enjoy sitting at the table together to eat their lunch and they develop strong physical skills as they climb, balance and jump. 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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