Childminder in Worcestershire

Inspection report for early years provision

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Unique reference number EY423717 Inspection date 12/09/2011 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 2011. She lives with her husband and two children aged nine and three in a residential area of Redditch. The whole of the childminder's house is used for childminding and the home is close to shops, parks, 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 five children under eight years at any one time, of whom no more than two may be in the early years age range. She is currently minding three children in this age group, who all attend part time. She also offers care to children aged over five years to ten 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 collects children from the local schools and attends toddler groups on a regular basis. She is a member of the National Childminding Association.

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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

Most aspects of children's welfare, learning and development are good. The childminder works closely with children so that they develop the trust, positive attitudes and skills they need for the next stage in their learning. She gathers detailed information about each child, responds well to their individual needs and works closely with their parents. Although new to minding, the childminder has clear aims for the future and shows a commitment to improving her practice for the benefit of children. However, she has not yet fully developed her evaluation skills and there is room to do more to ensure that partnerships with other settings are strengthened.

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further?

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

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further?

 improve the methods for reflecting on and assessing practice to ensure that continual improvements can be made which are based on the outcomes for children  extend the arrangements for sharing information about children who attend more than one setting so that there is a regular exchange of knowledge about progression and improved continuity of care and learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are well safeguarded. The childminder has a thorough understanding of how to protect children and understands the importance of regularly up-dating her knowledge through training. She works closely with parents to gain important information about children's home living arrangements and who can collect them, and keeps contact details readily available so she can obtain advice or report any concerns without delay. Good levels of safety are maintained in the home and the childminder makes sure that the places children visit, such as, parks, toddler groups and the library, are safe places to be.

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the early years provision

The childminder supports and guides children's development well, helping them to take full advantage of their learning experiences. She understands the different ways that children learn and helps them to keep on trying if they encounter difficulties. She carefully gathers information about the particular needs of each child and is skilled at communicating effectively with young children. For example, she carefully repeats words to them to help develop their speech and uses gestures, facial expressions and tone of voice to help toddlers understand important health and safety messages. Children are encouraged to make friends and play nicely together and the childminder provides play things, such as, books, that show people from diverse backgrounds in a positive way. She has made a good start in reviewing her practice and has put in place effective systems and practices to help her maintain quality. However, she has not yet fully developed

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the early years provision

her evaluation skills so that she can confidently plan continuous improvements in the future.

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the early years provision

Children benefit from the strong relationship developed with their parents. The childminder takes time to listen to parents about how they want their child to be cared for and keeps them well informed. For example, she chats to them at drop off and pick up times, sends text messages throughout the day and provides a daily contact diary so that important information can be shared. Parents regularly see their child's learning records and make many positive comments about the way she cares for their children. For example, they say their children are excited about attending the childminder and that this helps parents to know that their children are in good hands when they are at work. The childminder has started to open up channels of communication with the other settings children attend, although this is not yet fully effective in ensuring there is a collaborative approach to children's care and early education.

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and outcomes for children

Children make good progress in their learning and development. They settle well are happy and enjoy their time with the childminder. Children talk, play, paint, use numbers and sing, and this has a positive effect on their development. Approaches This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to planning are flexible, so that children can learn through what interests them, and they regularly make decisions about what they want to do. Their progress is observed and noted and good plans are made to support the things they need to learn next.

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and outcomes for children

Children are developing well and gaining the skills they need for the next stage in their learning. They behave well, learn to share, take turns and make friends. Lots of learning happens outside and this particularly supports the interests, choices and fascinations of boys. For example, there are opportunities to dig and make things in the sand and toy trucks to fill with stones. Music and rhymes develop children's listening and communication skills in a fun way and the childminder constantly talks to them about what they see around them so that they learn new words. There are trips to the library, books to look at and stories to enjoy. Everyday tasks, such as, putting on shoes or changing nappies are turned into simple counting games and children learn to count, problem solve and learn to recognise patterns as they enjoy puzzles and building with bricks. Children use their imaginations as they make up their own games with cars and garages, sing

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and outcomes for children

Children are secure and develop a strong sense of belonging in the childminder's home. They settle quickly, show they are comfortable and at ease. Close attention and simple words of warning help them to learn new skills safely, and this ensures that even the youngest children know what to do to prevent accidents. For example, they know how to negotiate the stairs safely by holding on to the banister or sitting on their bottom and shuffling down. The importance of a healthy life-style is promoted well with healthy foods, plenty of drinks and lots of physical play offered throughout the day. A good selection of fruit and vegetables are provided and there are different tastes and textures to enjoy, such as, humus and fingers of cucumber. 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 3 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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