Childminder in Gloucestershire

Inspection report for early years provision

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Unique reference number EY427147 Inspection date 06/10/2011 Inspector Karen Prager

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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 registered in 2011. She lives with partner and her two children aged 17 and 10 years in Cheltenham, Gloucestershire. The entire house is used for childminding, although children mainly use the downstairs areas of the home. Toilet and sleep facilities are situated upstairs and there is an enclosed rear garden for outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She may care for six children under eight years; of these, three may be in the early years age group, and of these, one may be under one year at any one time. The childminder is currently caring for six children in the early years age group, on a part time basis. She also provides care for older children. The childminder works with an assistant on a regular basis. She is a member of the National Childminding Association and receives support from local authority support workers.

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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 make good progress overall as they take part in a range of activities that cover all aspects of their learning and development. They are happy and settled within the security of the childminder's home. The childminder provides an inclusive service where each child is valued and their individual needs are known and met. Children's safety is of high priority, and effective partnerships are in place with their parents and others involved in their care and education. Systems used for self-evaluation are under development and the childminder demonstrates a generally strong capacity to maintain continuous improvement.

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further?

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

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further?

 extend opportunities for children to make a positive contribution and develop independence through assisting in small tasks  develop the systems for self-evaluation further to fully assess the setting's strengths and areas for development that will improve the quality of provision for all children.

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the early years provision

The childminder has a good understanding of how to safeguard children and has ensured that all adults who care for children have undergone appropriate clearances. She has attended a Safeguarding children training course and knows This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the correct procedures to follow should she have a concern about at child in her care. A broad range of policies and procedures are shared with parents so that they are suitably informed about the care their children receive. Required documentation is in place, well maintained and confidentially stored. The childminder's home is clean and well maintained. She has undertaken a thorough risk assessment, which is clearly recorded and appropriate steps have been taken to help ensure children remain safe when in her care. The home is secure and children are well supervised. The available resources are in good condition and

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the early years provision

chosen to support children's learning and development. Children can easily choose from the range available indoors and outdoors. The furniture used by the childminder is appropriate for the children attending and helps to promote an inclusive and accessible learning environment.

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the early years provision

This newly registered childminder has experience working with children and has a good understanding of how to effectively support their welfare and learning. She constantly reviews and improves her practice and the provision for children and demonstrates enthusiasm to gain more knowledge about childcare. Though systems of self-evaluation are not yet fully established, she has made a good start in identifying the strengths of her provision and what may need to be developed. For example, she promotes her continuous professional development through reading relevant books and articles and has recently enrolled on a level 3 National Vocational Qualification and several shorter courses. The childminder works with an assistant on a regular part-time basis, which helps her meet the individual needs of the children attending.

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the early years provision

Children receive consistent care because the childminder establishes effective partnerships with parents. They speak very highly of her care of their children saying that she is 'caring and thoughtful' and 'has made going back to work so much easier'. Parents receive a welcome pack containing a copy of the policies and procedures when they decide to place their child in this setting. Ongoing information is shared through discussion on a daily basis. The childminder also ensures that information is shared with parents who do not bring or collect their children, which ensures that they remain fully informed about their child's development.

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the early years provision

The childminder takes appropriate measures to ensure that the individual needs of each child are met. For example, she works closely with parents to help ensure children's unique needs are understood and addressed. Regular outings to local places of interest help children to develop a good understanding of diversity and the local community. The childminder has developed good links with the local school to share information and promote cohesion in children's development.

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and outcomes for children

Children make good progress in their learning and development. Information is gained form parents before children start attending. An 'all about me' flower demonstrates a clear understanding of each child's initial starting points in each of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the areas of learning. A daily record sheet, weekly summary and the identification of children's next steps in learning are well used to build plans for activities and support so that children's development is ongoing. Children develop good relationships with the childminder, which builds their self-esteem. Through this positive relationship, children learn to express what they want. They make good progress towards the early learning goals in all areas, although opportunities are not always extended for them to take responsibility for small tasks. For example, they are not fully involved in setting out and clearing away activities or helping to

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and outcomes for children

Children benefit form regular visits to local cafes, toddler sessions and soft play areas as they build their social skills. The childminder sets clear boundaries for behaviour so that children know what is expected of them. She gently supports each child so that they all develop skills in managing their behaviour. Children show that they are settled and secure with the childminder and the other children and they generally play well alongside each other. They confidently access resources around the home. They wait patiently when the childminder sets out the paint activity on the floor. They talk about the colours provided and the autumn leaves they have seen on their walks. Children cooperate together, for example, when building a tower, carefully balancing the boxes.

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and outcomes for children

Children explore the sand and learn to share resources as they play in the garden. The childminder makes herself available to children through her friendly manor. Children climb onto her lap for a cuddle and approach her when they want a story. Children come to know the stories well, and can say what fruit the caterpillar ate on a Monday, and this is linked to the fruit they chose for snack. Young children explore soft toys and start rocking back and forwards singing familiar songs. The childminder gently supports their efforts by joining in.

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and outcomes for children

Young children start to learn about the importance of routine procedures such as cleaning their hands before they eat. They are encouraged to wipe their own hands face after painting. The childminder uses good procedures to ensure hygiene standards are maintained to help prevent the risk of cross infection. The childminder liaises with parents to ensure that children are offered food that is suitable for their needs. Children's food is provided by the childminder and is cooked daily offering nutritious choices, including daily helpings of fruit and vegetables. Regular walks around the local area provide children with further valuable opportunities for fresh air and exercise and assist them in becoming familiar with the wider community. They take regular visits to the childminder's friends where they observe chickens and enjoy finding eggs for their lunch. Children also engage in more active play when they visit local parks and soft play

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and outcomes for children

areas. Through the regular outings children learn how to keep safe when walking along the pavement or crossing roads. They also know to sit on the bottom stair to put their shoes on before going in the garden. As a result they develop a good awareness of personal safety. Overall, the experiences available to children clearly help them to develop the skills needed for their future learning and development. 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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