Childminder in DevonOfsted inspection, 19 Oct 2011

Inspection report for early years provision

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Unique reference number 154009 Inspection date 19/10/2011 Inspector Julie Wright

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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 has been registered since 1994. She lives with her husband in Ivybridge, Devon. Rooms used for childminding include the lounge, kitchen, hall and ground floor toilet. There are two first floor bedrooms also available for daytime use. Children have access to a fully enclosed rear garden for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register, to care for a maximum of six children, three of whom may be in the early years age range, at any one time. There are currently six children on roll, four of whom are in the early years age range. The childminder has a recognised childcare qualification. She is accredited to receive early education funding for children aged three and four years. The childminder attends local toddler groups and 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

The childminder securely meets the Early Years Foundation Stage framework welfare, learning and development requirements. Consequently, children are safely cared for and benefit from an exemplary range of activities. Most aspects of the assessment arrangements are thorough and children make good progress towards the early learning goals. Good relationships with parents contribute effectively towards consistent care for children. The childminder reflects on her practice and demonstrates a good capacity for continuous improvement

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further?

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

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further?

 extend the initial information sought from parents, to clearly identify children's developmental starting points and capabilities, and provide opportunities for parents to contribute to the ongoing records of development.

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the early years provision

The childminder is thorough in her assessment of risks to children. She considers safety in all areas to effectively minimise hazards. Safe arrangements are made for This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 outings, including the use of high-visibility jackets for children walking to school. All required policies and procedures are in place to promote children's health and welfare. The childminder is conscientious in their implementation, for example, she promptly records an injury in the accident book. She has secure knowledge of the procedures to safeguard children and informs parents about the relevant policies. Records and documentation with regard to childminding arrangements are maintained in efficient order. The childminder completes a self-evaluation form to monitor and assess her effectiveness. She identifies her strengths and makes suitable plans for ongoing development.

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the early years provision

The childminder provides a secure, enabling environment which children eagerly explore. Resources are well organised, in very good condition and readily accessible to children. Effective use is made of signs and labels around the setting. For example, toy boxes are clearly marked. This helps children to make choices and to sort things when tidying up. Pictures in specific places also remind children about good hygiene routines. Photographs are laminated and are of particular interest to children. The pictures help them to recall where they have been and what they have done. This reinforces learning and also promotes self-esteem

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the early years provision

The childminder has clear observation and assessment procedures in place. She knows the children well and gives consideration to their interests, ages and abilities. The childminder organises her time and space efficiently to meet the individual needs of children. She takes account of children's backgrounds and helps them to become aware of the wider world. For example, toys, books and activities reflect diversity. The childminder provides a wealth of information for parents on notice boards and in folders. Daily message books are used to record younger children's activities, routines and achievements. Frequent discussions take place, which keeps parents well informed about their children's progress. Suitable information is sought when children first attend, including their personal routines, preferences and specific requirements. However, it does not clearly identify children's current stage of development and capabilities, to inform initial planning.

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the early years provision

Children's records of progress are readily available to parents, although they do not include parents' contributions. Parents provide excellent feedback about the childminder and all aspects of her provision. They comment on the 'extremely competent, caring, excellent care' and the wide range of activities that children enjoy. Suitable arrangements are in place to promote partnerships with others. As an example, the childminder has contact with teachers at the school that children attend.

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and outcomes for children

Children are very happy, safe and secure in the care of the childminder. They feel very welcome and comfortable in her home. Children explore and investigate, showing keen interest in their surroundings. They move around with confidence, making choices from the varied, accessible toys. Toddlers push wheeled toys up This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and down the hall, manoeuvring around with care. In the kitchen they sit together and share crayons for mark making. Malleable materials, such as dough, are used for children to manipulate. They use tools and equipment with developing competence to make different shapes and forms. The childminder interacts well with children to support and extend their learning in play. Children listen carefully and show good levels of concentration. The childminder promptly changes activities to maintain children's interest. For example, they finish the dough activity

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and outcomes for children

and return to the lounge. Young children then play with activity centres and shape sorters. They notice light and sound effects as they press and turn buttons. Children select shapes and search to find which space they will fit into. These activities contribute towards children's early mathematical understanding and how things work.

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and outcomes for children

Early literacy skills, speech and language develop well as children look at books with the childminder. They point to pictures and recognise popular characters, repeating names and words. Children sing familiar rhymes and respond to music by moving their bodies. The childminder creates a pleasant atmosphere and nurtures children in her care. Warm, affectionate relationships are evident and children make very good progress in their personal, social and emotional development. Children behave exceptionally well and show a good sense of belonging. They delight at looking at their photographs and are proud of their achievements. Children are considerate and have respect for others. Special events, such as birthdays, are acknowledged and celebrated. The childminder links activities to seasonal events, for example, children collect leaves in autumn. They make models, masks and dress-up to express their creativity. Children learn about

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and outcomes for children

similarities and difference through activities that reflect their own traditions and cultures, and also those of other people. This develops their knowledge and understanding of the world and promotes positive attitudes. The childminder is a good role model to children. This means that from an early age children learn very good hygiene routines. Interesting activities develop their awareness of healthy eating. For example, children visit the allotment where they plant and grow vegetables. They pick their produce, which is cooked and eaten, or taken home to share with their families. Children also enjoy baking activities in which they weigh, measure, mix and pour ingredients. Outdoor play opportunities enable children to learn about the natural world as they play. For instance, children investigate a fallen tree and moss on a woodland walk. They develop physical skills and coordination as they use park equipment. In the garden children play

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and outcomes for children

imaginatively with natural materials, such as stones and soil, which they use with their toy diggers. Children learn how to use equipment with competence. They understand what is expected of them, for example, how to be careful and stay safe. The childminder effectively promotes children's learning and early understanding within daily activities. For instance, they have clear boundaries, which keep them safe. They follow good hygiene routines and benefit from fresh air and exercise. The childminder provides healthy snacks and accessible drinks. Parents send packed lunches to meet children's individual dietary requirements. 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 1 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 1 The extent to which children make a positive contribution 1 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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