Childminder in Nottinghamshire

Inspection report for early years provision

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Unique reference number 252491 Inspection date 28/10/2011 Inspector Janice Hughes

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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 1994. She lives with her partner, one adult child and three-year-old daughter in the Carlton area of Nottinghamshire. The whole of the ground floor and upstairs back bedroom and bathroom of the childminder's house is used for childminding purposes. There is a fully enclosed garden for outside play. The family have pet fish.

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Description of the childminding

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

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Description of the childminding

The childminder has a vehicle available to transport children to and from schools and to take them on outings. She attends the local parent and toddler groups and is an active member of the local childminding group. She 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

All children enjoy their time at the childminder's home because she responds to them as individuals. The children benefit from the childminder's extensive experience and knowledge of how children learn. All children generally make good progress in their learning and development. The childminder works well with parents and other professionals to ensure all children are included and to ensure a continuous learning experience. All required policies and procedures are in place and generally reflect a safe and healthy practice at the home. The childminder reflects upon her practice effectively and has a knowledgeable understanding of how to use self-evaluation to demonstrate her continuous improvement.

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further?

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

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further?

 develop the existing risk assessments to include anything a child may come in contact with  ensure observations and assessments fully identify learning priorities and match to the expectations of the early learning goals.

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the early years provision

Children are safeguarded because the childminder has a strong knowledge of child protection issues. She is aware of possible signs and indicators of abuse and the procedures to follow should she have any concerns. She is fully aware of her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 responsibilities with regard to supervising the children in her care and ensures effective vetting procedures are in place. The childminder has good systems in place to promote children's safety. For example, the fitting of safety equipment including socket covers, and daily checks ensure that all areas of the home are safe for use. The environment, both indoors and outside, is subject to risk assessments. However, the risk assessments do not yet cover all things that a child may come into contact with, therefore not fully maintaining children's safety when playing with, for example sand and water. Regular fire drills are practised so that

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the early years provision

children learn how to keep themselves safe in an emergency. Good use is made of space in the home to provide a wide range of different activities and experiences. Resources are easily accessible and the childminder ensures that all toys and equipment are developmentally appropriate for children in her care. She spends time with the children, interacting effectively in a natural and sensitive way and ensuring they are supported. As a result of this the children are able to explore the resources and activities available to them. The childminder demonstrates a positive attitude to inclusion and offers a warm welcome to all children.

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the early years provision

The childminder has completed an evaluation of her provision, which has helped her identify her strengths and weaknesses. She shows a willingness to make continuous improvements, making use of self-evaluation as a tool to develop her service. She has a good commitment to improving her own knowledge and expertise. Her professional development is shown by the courses she has attended which include for example, 'An Introduction to the Early Years Foundation Stage' and 'Talk, Talk'. She as also renewed her first aid certificate and is commencing a level three qualification programme.

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the early years provision

Good relationships are established with parents and children. Relevant documentation is completed which includes the required details. The childminder has developed some written policies relating to her service, which she shares with parents keeping them informed of her responsibilities. The childminder communicates verbally with parents on a daily basis. This ensures parents are fully aware of the care provided and the activities their children have encountered during the time spent with the childminder. Letters seen at the inspection include very positive feedback from parents, with comments describing the childminder as 'flexible' and 'nothing being too much of a trouble'. The childminder takes and collects children from school and nursery and ensures that relevant information is relayed back to parents. She liaises with other childcare professionals to help develop her knowledge and understanding in childcare. The childminder

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the early years provision

understands the benefits of developing partnerships with other providers involved in children's care, when the need arises, to promote continuity.

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and outcomes for children

Children enjoy and achieve during their time with the childminder. They play confidently and have plenty of opportunities to develop their communication and social skills. Talking and listening is clearly recognised as being very important and is reinforced by the childminder throughout the day. The childminder sensitively repeats back words to support younger children's pronunciation skills without This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 placing any pressure on the child. She holds purposeful conversations with children to enhance their learning. For example, they play in the role-play cafe and make vegetable soup out of playdough and talk about the giving the soup to the customers. This aids children to think critically and be active learners. Children have good relationships with the childminder; taking part in playing games, laughing as they guess who is going to win or lose. These activities also reinforce

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and outcomes for children

good expectations of the need to share and take turns. Children's behaviour is good; their positive self-esteem is maintained as the childminder creates a friendly, calm and relaxed atmosphere. She provides well for equality of opportunity and anti-discriminatory practice to enable children to learn and develop respect for themselves and each other. Children are encouraged to make choices in play, keeping them active and interested. This ensures most children have the opportunity to make mainly good progress, in relation to their starting points.

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and outcomes for children

Children begin to explore their creative skills and practise with single-handed tools to support future writing skills when taking part in craft activities. Children independently choose stencils and crayons to make Halloween pictures. During the activity the childminder also fosters the child's interest in number, colour and encourages investigation. The childminder observes children well and knows their capabilities; she provides stimulating activities that she knows they enjoy. Her flexible planning develops through the interests and play preferences of children. This ensures that the children benefit from a good balance of child-led and adult- initiated activities that sustain their interest well. The childminder has not, however, fully established methods to assess and plan for children's next steps. She also does not fully match the observations to the expectations of the early learning goals, through the activities the children access. As such, children may not

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and outcomes for children

build as many skills for the future as they are capable of.

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and outcomes for children

Children are fascinated by how things work; they repeat a range of actions such as building and knocking down towers. They post different shapes into the shape sorter toy, showing great delight at the result. They learn how to operate simple mechanical toys such as an alphabet sound toy. Books are readily accessible to children and they are keen to select their favourite stories for shared reading. Children confidently turn pages and lift flaps as they point to pictures and vocalise different sounds, words and numbers. This helps children to understand that reading is fun and purposeful. Children compare weight and measurement when they are baking and practice counting during everyday play activities. They become skilful at matching and sorting by size, shape and colour as they play with a variety of toys and puzzles. The childminder reinforces these skills as she promotes the use of computer games and activities.

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and outcomes for children

A healthy environment is maintained through effective hygiene routines. Toilet and hand-washing facilities are easily accessible, supporting children's independence and helping them develop healthy practices. Children understand to wash their hands before snack time and use individual flannels to prevent the spread of germs. The childminder works closely with parents to accommodate children's individual dietary needs, providing healthy meals and snacks that the children enjoy, or serving meals provided by parents. On the day of inspection they enjoyed eating melon and a drink of juice, drinks are also available throughout the day to ensure children are well hydrated. Children benefit from the fresh air, exercise and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 opportunities to develop physical skills provided through the regular outdoor activities, For example, the children have regular trips to the local park and use the

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and outcomes for children

garden daily. During activities and routines, children learn about safe practices such as crossing roads carefully or through discussions with the childminder about using scissors correctly. 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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