Childminder in Stoke-on-Trent

Inspection report for early years provision

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Unique reference number EY423001 Inspection date 02/09/2011 Inspector Mary Henderson

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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 2011. She works each day with her co- childminder, who both live at the registered premises. They live in a large house in Stoke-on-Trent. The whole house is used for childminding purposes and there is a large fully enclosed garden for outside play. The family have three dogs and a cat.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children at any one time when working on her own. When working with the co-childminder they are registered to care for a maximum of 12 children.

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Description of the childminding

Between the childminder and the co-childminder they currently care for eight children within the early years age range. The childminder collects children from the local school and attends toddler groups on a regular basis. The childminder is a member of the National Childminding Association and receives support from the local authority.

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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

There are strong relationships between the childminder and the children and their parents. Relationships between the childminder and other providers of the Early Years Foundation Stage are fostered well. There are good systems in place to evaluate the provision. The risk assessments are good which ensures a safe environment for all children on roll. Most systems to identify children's starting points are in place.

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further?

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

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further?

 ensure parents are fully included in the identification of their child's starting points across all areas of their learning and development

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the early years provision

The childminder works in partnership with a co-childminder every day. They both work closely with one another and the parents and their children to ensure good outcomes for all children on roll. Relationships with other providers of the Early Years Foundation Stage are also good and ensure inclusion for all children on roll.

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the early years provision

There are good risk assessments in place which identify any possible risks to children in all indoor and outdoor areas and for all outings. All adults are suitably This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 checked and vetted. There are good self-evaluation systems in place. The childminder, co-childminder, children and their parents are all fully included in the systems.

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the early years provision

Engagement with parents is good. There is a daily written and verbal two-way exchange of information to ensure each child's needs are met. This ensures parents are fully informed of their child's activities and outings at all times. Parents have free access to their child's developmental profile at all times. However, the parents have not yet been fully included in the identification of their child's starting points across all areas of their learning and development. All policies and procedures are readily available for parents to read.

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and outcomes for children

The children are beginning to recognise the importance of a healthy lifestyle. They learn about oral care as they brush their teeth each day and talk about foods that are good or not so good for their teeth. Children know to wash their hands after visiting the toilet and after messy play. They like to talk about healthy food during snack times. The children enjoy planting, growing and harvesting their own strawberries for their own snacks. Menus are extensive and provide the children with a broad range of home cooked meals which include meat, chicken and fish and a broad range of fruits and vegetables each day. Children's dietary requirements are recorded and acknowledged by the childminder and the co- childminder to ensure children's health and safety at all times. The children talk about safety issues as they learn to cross the road during outings under close supervision of the childminder and the co-childminder at all times. They are all

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and outcomes for children

involved in the fire evacuation procedures of the setting. This promotes their sense of feeling safe and secure. Children are reminded to be careful around others, for example, don't run in the house and be careful of others while using the trikes outside.

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and outcomes for children

Children observe, find out about and identify features in the place they live and the natural world. They enjoy a good range of outings to places of interest, including visits to the local Children's Centre. Here the children spend time with other children which supports their social skills. They also like to use various resources and play outdoors as they climb and balance on the large equipment. Children enjoy visits to the lake where they feed the ducks and watch the ducklings grow over time, using their counting skills to see how many there are.

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and outcomes for children

The garden is utilised well by the childminder and the co-childminder to provide an interesting environment for the children. They have a separate grassed area where they can watch the butterflies and look for ladybirds or play throw and catch with a football. The children can use the large area for running around and playing catch games with their peers. There is also an area for the children to ride their trikes and cars which they access freely from their indoor play area. This fosters their independence. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children have a high regard for one another and the adults that care for them. They behave well and confidently share and take turns with the resources. Children's sense of belonging is fostered well because their art work is displayed for them in their play area which also promotes their self-esteem. Children help

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and outcomes for children

themselves to a broad range of tools, including chalks for making marks outdoors and paints and brushes to make their own art pictures. There is a good range of story and reference books at the setting. The children choose books to sit and look through with their peers and the adults and they enjoy a variety of stories and rhymes throughout the day. Children's imagination is fostered well as they enjoy dancing while playing musical instruments whilst the childminder plays the guitar for them.

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and outcomes for children

The children access an extensive range of equipment and toys that support them with everyday technology and information and communication technology.

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and outcomes for children

Older children enjoy computers to explore various programmes that support them with their mathematical thinking and problem solving skills. This includes exploring numbers, shapes and colours. Younger children like to push the buttons on the battery operated toys, watching the flashing lights and listening to music. Children explore the internet under close supervision of the adults at all times. The adults work with the children to find information relating to their current and ever changing interests. For example, if they are interested in dinosaurs, they explore this on the computer and print out various pictures that they can colour in and take home to their family. Children's interest in technology is further fostered as they complete programmes that encourage them to colour in pictures such as a cake and forward these during the day to their parent's mobile phones. All technology used by the children is supervised by the adults at all times.

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and outcomes for children

Children are beginning to understand that people have different needs, views, cultures and beliefs that need to be treated with respect. They play with a broad range of resources that reflect positive images of diversity. These include dolls, small world people and dressing up clothes. Resources also depict positive images of disabled people. The children are also beginning to explore various festivals around the calendar year. 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 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 1

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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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