Childminder in SalfordOfsted inspection, 4 Oct 2011

Inspection report for early years provision

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Unique reference number EY340108 Inspection date 04/10/2011 Inspector Nicola Nolan

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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 2006. He lives with his wife, two adult children in the Little Hulton area of Salford. The childminder is a co-childminder with his wife. The whole ground floor is used for childminding. There is a securely enclosed rear and front garden available for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He is registered to care for six children under eight years at any one time and there are currently 12 children under eight years attending. The childminder also cares for children over the age of eight years and currently has three children on roll. He also provides care in the school holidays. When working with another childminder at the above premises, he may care for no more than 12 children under eight years with not more than six in the early years age group and two children may be under one year old. The childminder is a member of the National

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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

Most children are making good progress in their learning and development because the childminder knows the children well and works closely with their parents and carers. This also ensures that children's individual needs are for the most part sensitively met. Children's learning is very well supported by the huge range of toys and resources available to them, although, children's self-help skills can be improved. The childminder regularly evaluates the quality of his provision and is well aware of his strengths and weaknesses. He is committed to continually improving his provision for the children.

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further?

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

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further?

 extend opportunities where children can develop self help skills

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the early years provision

The childminder is fully aware of his duty to safeguard the children in his care. All family members have been suitably checked and he uses a visitor's book as a record of visitors to the setting. The childminder holds a current first aid certificate. He protects children from harm and has a clear policy and procedure to follow should he become concerned about a child. The childminder ensures all risk assessments are carried out daily and when on outings. Children are protected further because the childminder keeps an accurate log of accidents, medication that is administered and of fire drills. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder is committed to promoting equality and diversity and promotes this effectively. He ensures the children learn about the diverse world in which they live. The resources reflect equality and diversity issues. For example, children

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the early years provision

play with a small world wheelchair and read books about children from different religions. This ensures children are able to develop their understanding about diversity. The children can choose from the resources available and have free-flow access to the outdoors where there is a variety of equipment to promote physical development. The book area and clearly labelled boxes of resources are accessible also for the children to choose from indoors. This means that the children are able to make good progress as they are in control of their own learning. Through making good use of the local environment and community, such as taking children to the park, attending local groups and going on outings to places of interests, the childminder extends children's experiences. These activities contribute to promoting children's personal and social skills and help them to develop a knowledge and understanding of the world.

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the early years provision

The childminder is well aware of his strengths and weaknesses and has these written in a self-evaluation form. He is always looking to improve his provision. For example, he keeps up-to-date with training. Self-evaluation is an inclusive process because it includes the views of parents and children. Partnerships with parents are good. The childminder shares information with them at introductory meetings so they are aware of his policies and procedures. Important information about the children's starting points are noted and used to plan for their individual learning. The childminder completes a daily dairy to ensure he communicates important information with parents. This means that parents are involved in their child's learning and progress towards the early learning goals is supported. Partnerships with other professionals are developed. For example, the childminder is happy to take the children to routine dental appointments in order to support the parent's

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the early years provision

working pattern. The childminder understands the importance of working with others involved in children's learning, such as school or nursery and happily shares information to ensure continuity in the children's learning.

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and outcomes for children

Children thrive and develop positive self-esteem in the warm and welcoming environment created in the childminder's home. Toys are accessible so that children are able to select the materials they want to use during free play. Other play materials are stored in labelled boxes and children can ask the childminder to make these available. Children have access to toys that support their interests. For example, one child is interested in animals so the childminder provides stories about animals and plans a visit to the local farm. Other children show a strong interest in baking and the childminder regularly supports the children to bake and prepare food as he uses the skills he has developed as a chef.

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and outcomes for children

Children are provided with a broad and interesting range of activities and learning opportunities to help them achieve and enjoy. The childminder interacts with the children to support their learning. He talks to a group of children about the noises This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 animals make. The children learn to distinguish sounds and are excited to bring him different animals. He makes the noises and the children copy and say 'moo' whilst holding up the cows. The children are active and enjoy the fresh air because the childminder encourages the children to run and they learn to take turns. The children learn to count through everyday situations. They learn about growing as they confidently pick and eat raspberries from the garden as they know which ones are ripe. The children are encouraged to develop their own creative ideas through play as they pretend to 'make tea' for the childminder. They are developing a

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and outcomes for children

nurture and love of books and stories, as books are freely available in the environment and stories are regularly read to the children individually. Information and communication technology resources are available for children in the different age groups. Children are able to choose what they play with and there are opportunities to develop self-help skills, although, independent access to fresh drinking water is not always available. Overall, children are in control over their learning and this enables them to make excellent progress and develop good skills for the future.

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and outcomes for children

Children are taken on outings to the local parks, care for animals and run in the woods. This means that children are developing a very good awareness of the natural environment. Their health and well-being is promoted successfully. Exercise and a healthy menu that contains lots of nutritious meals and which the children are encouraged to help prepare means the children are well supported to develop a healthy lifestyle. Although the childminder provides children with regular drinks, the children's ability to develop their self-help skills are limited because the younger children cannot freely access drinks by themselves. Children enjoy running outside and are aware that physical exercise is good for their bodies. Children's personal hygiene skills are well developed because there are well-established daily routines are in place. The childminder also sets good examples for them to follow. The children have individual face cloths and towels in the bathroom and regular

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and outcomes for children

hand washing is promoted. Children are respectful and friendly to each other and play together happily. Their behaviour is good and reflects the role model provided by the childminder. Children attend the local 'Sure Start' group where celebrations of festivals support learning about different cultures and reflect diversity positively. Overall, children are making good levels of progress towards the early learning goals in all areas of learning as he plans both structured and unstructured play and gives value to children being independent and consolidating their own learning at their own pace. 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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