Childminder in North Yorkshire

Inspection report for early years provision

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Unique reference number EY425176 Inspection date 16/09/2011 Inspector Ann Austen

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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 one child aged five years in the East Hunsbury area of Northampton. The childminder's home is close to shops, parks, schools and public transport links. The whole of the ground floor of the childminder's house is used for childcare purposes. Toilet and sleeping facilities are provided on the first floor. There is a fully enclosed garden 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 three may be in the early years age range. She is currently minding three children in this age group. She also offers care to children aged over five to 11 years. This provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder takes and collects children from the local school and attends several 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

Children are warmly welcomed into this friendly environment. They are settled and make good progress in their learning and development according to the requirements of the Early Years Foundation Stage. Policies and procedures are effective and inclusive for those children who attend. The childminder is beginning to self-evaluate the provision, identifying strengths and areas for development, but has a strong capacity to maintain continuous improvement. She forms positive relationships with parents and is developing systems to ensure effective communication. The childminder understands the importance of developing relationships with other providers and services to promote integrated care and education for all children.

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further?

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

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further?

 develop further systems to ensure that parents have regular opportunities to be involved in the ongoing assessment process  develop further systems to ensure that reflective practice continues to identify strengths and priorities for development and that the targets set to achieve continual improvement are effectively implemented. 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 has a good understanding of her legal duties and responsibilities with regard to child protection issues. Effective procedures are in place for identifying children at risk of harm and the childminder knows how to liaise with the appropriate agencies. This ensures that children are well protected and given high priority at all times. A safeguarding policy and relevant guidance documents effectively support the childminder's practice. Parents have access to a policy statement that outlines her responsibility to protect children. The childminder conducts regular risk assessments which show how potential hazards, both inside and outside the home, have been identified and assessed; for example, safe barriers prevent children from accessing the kitchen. Consequently, children move around safely and independently. Sound procedures are in place to record and monitor any accidents and for the safe administration of medicines. The

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the early years provision

childminder has a current first aid certificate and permission has been obtained from parents to seek emergency medical advice or treatment. The enables the childminder to act in the children's best interests at all times.

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the early years provision

The childminder holds an appropriate level 3 qualification. She has developed a good range of written policies and procedures, such as working in partnership with parents and a behaviour management policy. These effectively reflect the service the childminder offers. Parents are asked to read and sign against each policy to affirm they agree to work with them. The childminder is beginning to reflect on her practice and has recently asked parents and older children to comment on the care and learning provided in order to further improve outcomes for children. She has identified areas for improvement, for example, to continue to develop planning systems; however, objectives are still to be fully implemented in practice.

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the early years provision

The childminder is continuing to develop her existing knowledge of the Early Years Foundation Stage. She records observations and takes photographs of each child's achievements and progress and evaluates this information against the six areas of learning to identify children's next steps while taking account of their individual interests. The childminder creates a welcoming environment which actively fosters children's well-being and independence; for example, children can access resources for themselves from the labelled drawers. She provides a variety of toys and equipment which are in a good state of repair and are age appropriate. The childminder takes appropriate steps to ensure resources are sustainable by borrowing additional resources from the toy library.

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the early years provision

The childminder values all children as individuals and actively promotes their inclusion; for example, the childminder is able to support children who speak English as an additional language by providing additional resources and prompts to support their development, such as pictorial word cards and dual language books. The childminder provides some resources which help children to learn about a diverse society through their play and is beginning to plan activities to develop children's appreciation of diversity.

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the early years provision

The childminder develops positive relationships with parents and carers. Parents This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are able to contribute what they know about their child so that their wishes are met and the needs of their child promoted. This ensures that the childminder has a good knowledge of each child's background and needs. Settling-in arrangements are flexible to meet the needs of the parents and children. Communication is generally effective. A daily diary records children's routines and the activities they have taken part in, and the children's developmental record folder is shared with parents. However, systems for parents to contribute their ongoing observations to these records are not fully established. This potentially limits opportunities for parents to share their observations and become fully involved in their child's continual learning and development. The childminder understands the importance

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the early years provision

of communicating with other providers to ensure information is regularly shared and used to promote children's achievements and well-being; however, to date, the childminder has not had to implement this in practice.

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and outcomes for children

Children learn at their own pace, enjoy themselves and participate in a range of adult-led and freely chosen activities. Consequently, they are making good progress towards the early learning goals in relation to their capabilities and starting points in their learning.

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and outcomes for children

Children develop warm, trusting relationships with the childminder, and this supports their emotional development. The childminder effectively promotes children's thinking and asks appropriate questions to help them to problem solve; for example, she helps children think of different ways to remove an object from a bottle, encourages them to complete puzzles and to experiment with different sized objects to see which one will fit into the container. Younger children are actively encouraged to develop their language skills. The childminder introduces new vocabulary, encourages younger children to imitate different animal sounds and introduces phonics to older children through rhyming songs. Children develop their mark making skills as they draw, chalk on the paving stones and paint pictures. Older children draw pictures and are beginning to form recognisable letters. Children have access to an appropriate range of books.

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and outcomes for children

Children make new friends as they mix with other children at toddler groups. They visit local lakes to observe the wildlife, enjoy a trip to a dog show, borrow books from the library and attend music and melody sessions. These activities actively broaden children's range of experiences. The garden, visits to the park and walks around the local community offer children regular access to the outdoors for fresh air and exercise, which develops their coordination, control and fitness. Children manoeuvre wheeled toys, rock on the rockers, bounce on the bouncy castle, play hoop games, spin on the roundabout in the park and immerse their bodies in the ball pond. Children engage in activities which promote their fine motor control and hand-eye coordination; for instance, they manipulate dough, use mark making implements and stir ingredients when they make cakes.

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and outcomes for children

Children are secure and develop a sense of belonging to the setting. They are learning to stay safe because the childminder teaches them how to cross the road This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 safely, why it is dangerous to jump and climb on furniture, the importance of being sensible in the car and how to evacuate the building in the event of a fire. Children respond to the childminder's appropriate behaviour management strategies that take into account their age and stage of development. They receive praise and encouragement, which develops their confidence and self-esteem. This is supported by the childminder, who encourages the children to play harmoniously together; for example, to share the resources and to be kind and respectful to one another.

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and outcomes for children

Children are developing an awareness of good hygiene practices, for example, they wash their hands at appropriate times during the day, which reduces the risk of cross-infection. This is further enhanced by the childminder, who provides individual linen and hand towels for each child and implements secure nappy changing procedures, for example, ensuring that the changing mat is thoroughly wiped with antibacterial spray after its use.

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and outcomes for children

Children's individual dietary needs are acknowledged and met because the childminder takes account of the wishes of parents as she discusses dietary requirements with them. Although children currently have meals which are provided by their parents, the childminder tries to ensure that children learn about healthy eating and encourages them to eat fruit as a snack and to take regular drinks. This ensures that children remain well hydrated and comfortable. The childminder has successfully completed food safety in catering training. 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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