Childminder in Southampton

Inspection report for early years provision

p.1

Unique reference number EY428872 Inspection date 05/10/2011 Inspector Loraine Wardlaw

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder registered in 2011. She lives in the Weston area of Southampton. All areas of the house, except two bedrooms, are available for childminding. There is an enclosed garden for outdoor play. Shops, parks, schools and pre-schools are located nearby, within walking distance.

p.4

Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children under eight years, of these three may be in the early years age group. The childminder is also registered to care for two children under eight years overnight. She is currently caring for three children in the early years age range on a part-time basis. The childminder offers care to children with special educational needs and/or disabilities.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

Children are happy and settled since they enjoy being in a place where they feel safe and have fun. There is a positive emphasis by the childminder on ensuring she meets their welfare and care needs. The newly registered childminder is gaining knowledge of the learning and development requirements of the Early Years Foundation Stage framework. Overall, children are making sound progress in most areas of learning. Space and play resources within the home and outside are used reasonably well, to promote children's developmental progress. A key strength of the setting is the strong relationships built with parents and other professionals. The childminder records her strengths and areas for continuous improvement, to ensure she moves forward in her childminding practice.

p.4

further?

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

p.4

further?

 promote children's numeracy and early literacy more effectively through purposeful interactions during free play and planned adult-led activities  develop and organise the playroom and garden to fully support children's learning and play choices.

p.4

the early years provision

The childminder has a professional approach to her work and places a good emphasis on safeguarding children. She has a secure knowledge of the procedure to take in the event of any child protection concerns and keeps a log of children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 existing injuries. The childminder completes effective risk assessments of her home, garden and on outings to ensure children are safe. For example, furniture deemed unsafe for children in the playroom is removed. She is vigilant when out with the children and aims to supervise them closely.

p.4

the early years provision

The childminder provides suitable resources for children in a playroom. However, it is not yet organised well to support children's learning, with space for them to make easy choices. The childminder makes suitable use of community facilities, such as the toy library, to enhance her resources. The garden is used for some limited outdoor play in warmer weather and for activities to help children learn about growing.

p.5

the early years provision

The childminder is making an encouraging start to evaluating what she does well and what she wishes to improve. She is developing an understanding of the learning and development requirements and good practice of the Early Years Foundation Stage. She is developing the educational programme for children and has identified specific points for improvement. She is a motivated childminder and her self-evaluation form highlights the strengths of the setting.

p.5

the early years provision

The childminder respects every child as an individual and promotes equality and diversity. She adapts her practice to meet the needs of children with special educational needs and/or disabilities. She understands the importance of working in partnership with parents and others to embrace children's cultural and linguistic heritage. The childminder builds close relationships with parents, who write positively and knowingly about her work. She shares resources, such as the sand pit, to ensure children have active play experiences at home as well as with her. Good day-to-day communication takes place between the childminder and parents in the form of daily diaries and regular discussions. Some of the children's next learning steps are worked on together by the childminder and the parents. The childminder attends hospital visits with families, to ensure she is fully aware of how to meet the needs of children with specific medical requirements. She takes on

p.5

the early years provision

board and implements the advice she receives from other professionals.

p.5

and outcomes for children

Children are confident, happy and well settled in the 'home from home' environment the childminder offers. They have built a strong bond with her, which helps them to feel safe and secure. Overall, from their starting points, they make sound developmental progress towards the early learning goals. The childminder listens to their play preferences and provides resources to support their ideas. For example, children have fun building a den indoors together. They talk confidently to the childminder about what they need and enjoy being in the cosy space, with resources that promote active play and learning.

p.5

and outcomes for children

The childminder relates to children generally well and is very sympathetic to their needs. However, she does not consistently and purposefully build on their next learning steps, during her interactions, in all learning areas. For example, when This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 looking at runner beans growing in the allotment garden, they do not compare the sizes and are not encouraged to count and do simple number problems. This is because the childminder is less knowledgeable and confident about promoting early numeracy and literacy, which are key future skills for children. The cycle of observing, assessing and planning children's next learning steps in all areas is partially in place.

p.5

and outcomes for children

Children's independence and positive contribution within the home is promoted well. They make healthy choices at meal times and are eager to become involved in the preparation of food. Children increase the range of foods they are willing to try such as fruit smoothies and different cheeses. Children help to grow vegetables in the childminder's garden, providing a good introduction to healthy eating. Children have daily exercise and fresh air walking by the sea. They access many of the local parks to use the equipment, as opportunities in the childminder's garden are more limited. Children behave well and are learning effective strategies from the childminder, to combat inappropriate shouting and to take turns in conversation. They politely say 'excuse me' before speaking confidently to the adults. Children feel safe within the home and company of the childminder, and are consistently encouraged to learn the boundaries of safety. For example, if it is

p.6

and outcomes for children

safe when out walking on the pavement, they may go ten paces ahead of the childminder and then stop. They are learning to recite the 'green cross code' when crossing the road. Children are learning to respect differences in people by the resources they play with, such as dolls in bandaged hip splints and books sourced from the toy library. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.7

Stage

The extent to which children achieve and enjoy their learning 3 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 3

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.8