Childminder in Derbyshire

Inspection report for early years provision

p.1

Unique reference number EY289953 Inspection date 07/10/2011 Inspector Janice Hughes

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 has been registered since 2004. She lives with her husband and child aged eight years old in Swadlincote, Derbyshire. The whole of the ground floor and bathroom on the first floor is used for childminding purposes and there is a fully enclosed garden for outside play.

p.4

Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children at any one time and is currently minding seven children, all of whom attend on a part-time basis. Three of these children are in the early years age range.

p.4

Description of the childminding

The childminder takes and collects children from local schools and the family have a dog.

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's needs are met sufficiently well. However, their safety is compromised because the childminder does not fully understand the procedures of the Local Safeguarding Children Board. She conducts risk assessments for her setting and outings, but these do not cover everything a child may come in contact with. Overall, children make satisfactory progress in most areas of their learning and development. The childminder is observing and assessing the children's interests, but she does not identify children's next steps or have a balance of adult-led and child-orientated activities. She provides an inclusive welcoming environment and has built very good effective partnerships with parents. The childminder is committed to developing her practice and self-evaluation and as part of this, she has made contact with other settings to ensure continued support for all children.

p.4

further?

To meet the specific requirements of the EYFS, the registered person must:

p.4

further?

 ensure an up-to-date understanding of safeguarding children issues and be able to implement the safeguarding children policy and procedures appropriately; policies should be line with the Local Safeguarding Children's Board. (Safeguarding and Welfare). 21/10/2011

p.4

further?

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

p.4

further?

 develop the existing risk assessments to include anything a child may come This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 into contact with  plan a balance of adult-led and child-orientated activities to motivate learning experiences for each child  ensure observations and assessments identify learning priorities for individual children.

p.4

the early years provision

Children are protected appropriately because the childminder has a sound knowledge of safeguarding procedures. She has an awareness of the signs and symptoms of child abuse and has some understanding of the action she must take if she was to have concerns about a child in her care. However, she does not fully understand the procedures and responsibilities of the Local Safeguarding Children Board. This is a breach of welfare requirements. The childminder carries out safety checks of her home and completes risk assessments. This is to identify and minimise any hazards within the home and ensure children's safety when on outings. However, these do not include everything a child may come in contact which compromises their safety. She has suitable safety equipment fitted around the home, such as plug socket covers and stair gates and takes appropriate steps to reduce the risk of cross-infection. For example, the children use liquid soap and

p.5

the early years provision

have individual towels to dry their hands. There is sufficient documentation in place to keep the children safe. These include records of emergency contact numbers and parental consent forms to allow her to deal with an accident in the case of an emergency.

p.5

the early years provision

The childminder has not familiarised herself with the Early Years Foundation Stage Framework and this means she is not fully aware of the welfare and learning and development requirements. She organises her routine to ensure all children receive sufficient attention to support their individual needs. The environment is welcoming and organised, with the lounge being where the children mostly play. There is a range of toys and resources that children can access. These are safe for children to use and there is good space for them to play comfortably and enjoy their day. She provides a service that is inclusive for all children and their families to ensure children get the support they need to make satisfactory progress. The childminder has an introduction to childminding qualification and several years experience of working in the profession. She has recently started to develop a system to monitor and evaluate the provision to ensure she has a clear focus for

p.5

the early years provision

future development, this has includes completing the Ofsted self-evaluation form.

p.5

the early years provision

Children benefit from the close relationship that the childminder develops with their parents. A regular two-way flow of information is promoted through good effective systems. For instance, the childminder provides parent packs with useful information when parents initially start using her service and she completes daily diaries. These detail the activities the children have participated in and care routines, such as sleeping and eating. She has also recently started learning journeys of the children's progress and achievements and she share these with the parents. The childminder understands the benefits children gain from partnership working if they also attend other early years provisions. She shares information This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 with the local pre-school verbally. Further information is shared with other providers, such as the local school, so that they work collaboratively to support the

p.5

the early years provision

learning of children whose care is shared.

p.6

and outcomes for children

Children are happy and settled in the childminder's care and feel valued and included. Children are able to initiate their own play and learning and there are a range of interesting toys to occupy them. She draws out their learning by talking to them about what they are doing and encouraging them to solve problems for themselves, such as operating the activity centre and turning the toy kettle on. The childminder plans suitable experiences and includes outings in the local community, indoor and outdoor play and everyday experiences. As a result, children enjoy painting, planting, growing, cooking and shopping trips. Through such activities, children learn to express their creativity and appreciate the changing seasons. However, there is a lack of adult-led activities to provide a rounded approach to the purposeful play the childminder provides. The childminder observes and assesses the children and keeps a record of this in their

p.6

and outcomes for children

daily diaries and learning journeys. However, she does not fully understand the children's next steps for learning or their progression towards the early learning goals. This means that the children are not reaching their full learning potential. Consequently, they make satisfactory progress towards the early learning goals. She knows the children's interests well and does support this in their play. For example, she always has the children's favourite toys out ready for them when they arrive at the setting.

p.6

and outcomes for children

The childminder understands the importance of recognising and praising children's achievements to help develop good levels of self-esteem. They play well together and learn to share toys and cooperate with others. They behave well because there are clear boundaries for their behaviour. The childminder helps the children to understand the reason for simple house rules. Children are encouraged to be independent, as they help themselves to toys. They are developing a sound understanding of how to deal with their own personal needs. They benefit from the childminder's support for healthy eating and have the opportunity to choose fruit for snack, for example, they enjoy milk and a banana. Children have good opportunities to be active, playing on small equipment in the garden, such as a slide and sit-and-ride-toys and they also use the local park to explore larger physical equipment.

p.6

and outcomes for children

A strong relationship with the childminder enables the children to freely share their experiences, for example, they talk about what they have done at home. The childminder supports children to recognise and value their own differences and provides opportunities for children to learn about the wider world through resources and activities. She understands how to involve herself in their play to support and promote their learning. She interacts positively, joining in and talking with them to extend their fun and concentration. There are books, jigsaw puzzles and games that depict the different cultures and lifestyles. She plans activities, such as celebrating the Chinese New Year by making dragons and eating noodles. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 These activities help children to understand the meaning of different cultures. Children are developing their awareness of how to be safe and healthy. They learn

p.6

and outcomes for children

to wash their hands before snacks and about road safety as they walk to school daily.

p.7

and outcomes for children

Children's language is extended as they look at books and describe the different pictures, for example, they read a story together about a farm and repeat the names and sounds the farm animals make. They are beginning to draw pictures and are given opportunities to practise writing their name. Daily opportunities and discussion are used to help promote problem solving and numeracy skills. For example, children learn to count as they go shopping and during cooking activities they learn to weigh and measure using scales. The children particularly enjoy using all the play food and filling up the shopping basket. They sort the food into categories with confidence and display them in the kitchen cupboards. Children enjoy learning about letter sounds and numbers by using the computer. Younger children use press-button and pop-up toys in their everyday play. These activities support their development and learning in information and communication

p.7

and outcomes for children

technology, which promotes their skills for the future. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

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 3 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

p.8

Stage

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

p.8

Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

p.8

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.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Not Met (with actions)

p.9

Annex B: the Childcare Register

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

p.9

Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

p.9

Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

p.9

Annex B: the Childcare Register

 take action as specified in the early years section of the report. (Safeguarding and Welfare). 21/10/2011

p.9