Childminder in Hampshire

Inspection report for early years provision

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Unique reference number EY230631 Inspection date 04/11/2011 Inspector Judith Reed

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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 registered in 2003. She lives with her partner and children aged eight years and 10 months old in Romsey, Hampshire. The whole of the ground floor of the property is used for childminding with occasional use of the first floor for sleeping. There is a fully enclosed garden available for outside play. The family has a pet cat.

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Description of the childminding

The childminder is registered to care for a maximum of five children under the age of eight years at any one time, no more than two of which may be in the early years age range. She is currently minding two children in this age group. She also offers care to children aged over five years to 11 years. The childminder is registered on the Early Years Register, as well as the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder attends local toddler groups and visits to the library.

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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 enjoy themselves with the childminder as she knows them well as individuals and offers a choice of activities. Children want to join in and enjoy making choices regarding their activities, and make good progress in their learning. The partnership with parents and others is good, overall. The childminder is a reflective practitioner who evaluates her own practice. She successfully identifies some aspects of her provision to develop and her commitment to ongoing training provides a secure basis for her capacity to maintain continuous improvement.

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further?

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

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further?

 enable parents to be further involved in their child's continuous learning by sharing their planned next steps in their development  develop partnership working with other professionals to help promote continuity and progression for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are fully safeguarded as the childminder is familiar with the procedures and has completed up-to-date advanced child protection training. The childminder reviews her policies regularly and shares them with parents. She keeps informative documentation available if required and makes every effort to keep her knowledge up to date through reading relevant publications. All adults living in the home have completed the required checks. The childminder carries out careful risk assessments around her home, garden and for several different outings. All necessary documentation is in place to ensure children's health and safety.

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the early years provision

The childminder builds positive professional relationships with parents. She invites parents to evaluate her childminding provision and they state that she is very organised and provides good quality information. They also feel the childminder provides a warm and comfortable home with lots of toys, activities and social interaction. She is welcoming and caring towards the children and parents are very happy that their children are as safe as possible. The childminder currently offers several settling-in sessions when she takes the opportunity to discuss the children with their parents, and find out the starting points for their learning journey. She provides a daily diary for parents of the younger children and shares the individual learning journey records. The childminder is prepared to work with other agencies to support children's individual needs if required. She meets with staff at the local pre-school although liaison is currently limited.

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the early years provision

The childminder promotes equality and diversity through offering a range of high quality toys and books which reflect diversity. Children learn about disability as they play with small world dolls which demonstrate a number of different disabilities. Posters around the home show several languages and books include various cultures and religions. The learning environment is accessible to all and a downstairs toilet is available. The childminder ensures all children reach their full potential by monitoring their development in the Early Years Foundation Stage. Children move around the ground floor rooms and help themselves to toys from storage boxes. They search out favourite items to play with and sometimes ask for additional toys which they enjoy, such as the garage and cars.

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the early years provision

The childminder is skilled at evaluating her childminding provision and makes continual improvements, including reviewing her policies. Recommendations from the last inspection are effectively met and these have a positive impact on the outcomes for children. The childminder has a realistic vision for ongoing development of her childminding. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children's learning and development is very well supported as the childminder knows their individual needs and preferences. The childminder uses her positive, communicative relationship with parents to meet the children's needs and help them settle quickly. The childminder makes regular observations of children's development and includes photographs in the learning journey records. She plans some next steps for development; however, these are not always shared with parents to fully promote opportunities for them to support their child's learning at home. The next steps are used to plan ongoing development and children are encouraged to help plan activities. For example, they collect leaves while out and about and ask to use them during a painting activity. Children make consistent progress in all areas of learning.

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and outcomes for children

Children enthusiastically join in singing and actions songs. They demonstrate excellent problem solving, reasoning and numeracy skills when counting and recognising shapes. All children join in making animals noises linked to the songs and laugh together. They enjoy their learning and tell the childminder they will read a story as they look at books together. The childminder supports children's communication, language and literacy development by reading stories, asking questions about the illustrations and helping them learn new words. Children benefit from good quality learning and development outdoors by taking part in regular walks and outings to the park, zoo and toddler groups. Children develop valuable skills for their future lives. Their understanding of the wider world is demonstrated in their imaginative and role play games. They play with a tea set and food and tell the childminder they are having a picnic. Children develop

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and outcomes for children

information technology skills when using a computer and some press button toys.

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and outcomes for children

Children learn how to keep themselves safe as they join in regular fire evacuation drills. The childminder talks to them about road safety and they learn to use the pelican crossing appropriately. Children share toys and begin to understand their own needs and those of others. They pass toys to younger children and demonstrate good manners by saying 'thank you'. Children behave very well. They make friends and have excellent relationships with each other. Children respond well to the expectations of the childminder.

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and outcomes for children

Children's good health and well-being are effectively promoted. All necessary documentation is in place and the childminder updates her first aid training. Children follow good hygiene routines and access the washing facilities in the ground floor toilet easily. They learn to manage their own personal needs. Individual hand drying towels are provided to help prevent cross infection. Children are active and know the benefits of physical activity because they walk to and from school and pre-school. They visit local parks to experience large scale physical activities. Children are encouraged to make healthy choices about what they eat and drink. The childminder offers healthy snacks, including, rice cakes and apple slices. She provides a nutritious lunch, when required, with various options, such as, sandwiches and salad vegetables, or hot lunches of roast meat with plenty of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

vegetables. Drinks of water are available at all times and children request more drinks as required. 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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