Childminder in Durham

Inspection report for early years provision

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Unique reference number EY288713 Inspection date 24/10/2011 Inspector Eileen Grimes

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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 July 2004. She lives with her husband and three children aged 18, 15 and 2 years in Peterlee. The whole of the ground floor and the upstairs bathroom is used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently two children attending who are within the Early Years Foundation Stage, all of whom attend on a part-time basis. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register.

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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 flourish in a safe, welcoming and stimulating environment where the childminder ensures they feel secure and valued. The childminder develops good partnerships with parents which contribute effectively to her knowledge and understanding of children's individual needs. Regular observation and assessment of children's progress helps the childminder to provide a good range of interesting and stage appropriate activities and experiences. Very well organised documentation underpins effective practice and she is beginning to evaluate her practice to identify suitable areas for further development.

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further?

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

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further?

 develop procedures to promote reflective practice and self-evaluation and identify priorities for development to improve outcomes for children  develop systems for recording children's progress, including matching observations to the areas of learning and identifying learning priorities.

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the early years provision

Safeguarding is given high priority by the childminder. She has a very sound understanding of the safeguarding procedures which is supported by her policies. All adults within the home are vetted and, through her contact with other childminders, she has contingency plans in place with them to ensure that children are never left with anyone who is not vetted. She has completed detailed risk assessments of all areas of her home, garden and outings These are reviewed at least annually. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 She makes highly effective use of space and resources, supplementing this with daily walks or outings for the children as part of their overall learning and development. They are encouraged to consider and respect diversity through discussions about different interests, abilities, disability, cultures and celebrations. They also have access to a range of resources that promote positive images of the

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the early years provision

The childminder has a wide range of policies and procedures in place which support her practice. She has recently completed her National Vocational Qualification at level 3 in Childcare and Education. She has started to evaluate her practice. She is starting to identify areas for improvement and has accessed training. As the training has a positive impact on outcomes for children, she is keen to develop this further and to evaluate her practice in more depth.

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the early years provision

She has established sound professional relationships with parents. She makes them welcome in her home and encourages parents to take time at the start and end of the day to talk and keep each other informed of daily events. Parents are encouraged to keep in contact throughout the day by phone and text if they wish. Parents arrive at the childminder's home relaxed and confident in her care. She understands the importance of establishing sound relationships with other early years settings which children attend to promote continuity and cohesion.

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and outcomes for children

Children are extremely happy and settled in the care of the childminder. They have the freedom to move around the home and are free to access activities as they choose. Most activities are stored in areas which are easily accessed by children with others accessed by the childminder. Children understand that some toys are suitable for younger children and talk with pride and affection about children who are not present and how they like to play with certain items. The childminder understands that children need time to explore and experiment with activities, and when it is appropriate to offer support and encouragement. She provides activities which develop children's interest and enthusiasm for learning. Children scream with delight when completing a puzzle which is supported with animal noises. She is very aware of the individual needs of the children in her care. She knows instinctively when children are tired and need quiet time to relax.

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and outcomes for children

Children have established very sound relationships with the childminder. They talk with her and ask about games, other children and outings. Children have clearly formed strong friendships and look forward to being together. Children develop a wealth of skills. They investigate with the school, bus and cars, experimenting with the who will fit in the bus and which toy figures will fit into which van, discussing size as they look at who will need the bigger van and which the smaller van. There are good opportunities for children to develop skills in communication, language and literacy.

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and outcomes for children

Her sound understanding of the Early Years Foundation Stage ensures that This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children in her care are making good progress. She completes observations and assessments. Although these are linked to the early learning goals and identify next steps, these should be further developed.

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and outcomes for children

Through a range of planned and spontaneous activities children develop an understanding of the world around them. This includes looking at various cultures and religions, visiting places of interest and observing vegetables growing in the garden. This is developed to children looking at healthy lifestyles and increasing their understanding of healthy options. Drinks are freely available throughout the day and children understand the need to drink after exercise. The childminder is alert to issues of cross-infection and children do not attend when ill.

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and outcomes for children

The childminder uses a range of spontaneous opportunities to develop children's understanding of safety and to reinforce previous learning. When on the bikes children discussed the need for safety helmets and how children could hurt their heads if these are not worn. Her positive approach to all issues ensures that children learn and understand how to behave. Children's behaviour is good. Children understand the consequences of their actions. They talk about how other children feel and say please, thank you and excuse me correctly. All these skills ensure that children are prepared for the future. 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 3 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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