Childminder in Devon

Inspection report for early years provision

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Unique reference number EY424335 Inspection date 10/11/2011 Inspector Samantha Powis

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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 to care for children in 2011. She lives with her husband and two children in the town of Exmouth, Devon. The family have two pet dogs, one cat and goldfish. Minded children have access to all areas of the house except for the second floor, with care mainly provided on the ground floor which includes a lounge, kitchen/diner, conservatory and toilet facilities. Bathroom facilities are located on the first floor, along with bedrooms on the first floor which may be used for rest. There is a secure rear garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Registers. She may care for a maximum of four children under eight years. There are currently five children on roll; four of these are in the early years age group.

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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 benefit from accessing a welcoming and secure family home environment where space is generally used well to support their needs. Resources are easily accessible and activities adapted, allowing all children to feel included and make choices. Overall, good procedures are in place to support children's learning and development. The childminder is proactive in evaluating the success of the provision to help her identify improvements that will have a positive impact on children and their families. Therefore, she demonstrates a good 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?

 extend the systems for monitoring and supporting children's learning, to include all children in the early years age group  offer more opportunities for children to engage in activities out-of-doors, to have a positive impact on children's sense of well-being and help all aspects of children's development.

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the early years provision

The childminder has a confident awareness of safeguarding procedures. This means she has a clear understanding of her role and responsibilities with regards to child protection, helping to promote children's ongoing welfare. Effective organisation of space and the childminder's time means that children are well This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 supervised at all times, helping to support their safety. Risk assessments are rigorously completed and reviewed regularly to monitor the effectiveness of safety precautions, thereby reducing hazards for children. Accurate records are in place to support children's ongoing safety and welfare. Children's health is supported well. The childminder follows good practices to reduce the risk of cross infection and has attended first aid training to help ensure she has the skills to deal with any minor accidents or injuries. Children are provided with healthy snacks and drinks

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the early years provision

throughout the day, in line with their individual needs. The children go on outings to local parks and play areas, benefiting from being out in the fresh air and engaging in physical exercise.

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the early years provision

Areas within the childminder's home are generally used well to support children's enjoyment and development. For example, children can move freely between the lounge and dining room to access toys of their choice. Although the garden is occasionally used, the space is not sufficiently well organised to ensure it can be used as much as possible to further enhance children's learning experiences. There are a good range of resources which children can access independently; many reflect positive images of the wider world, encouraging children to respect and value diversity. The childminder demonstrates a good understanding of children's needs, personalities and preferences. She makes generally good use of this information for most children, as she plans activities, routines and events, which help keep them interested and involved.

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the early years provision

The childminder frequently reviews the service she offers to children and families and has developed her own action plan with ideas for the future, helping to support continuous improvement. She is keen to attend training to increase her own skills and knowledge and frequently makes changes which have a positive impact on the outcomes for children as a result. For example, the emergency evacuation procedures have been reviewed, following completion of a fire safety course, helping her to keep children safe in the event of a fire.

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the early years provision

Parents are provided with detailed information about the service the childminder provides. She has developed her own written policies and procedures, copies of which are offered to parents to help them understand her role and responsibilities. Good relationships are established with parents and detailed information is sought from them when children first start, to enable the childminder to support children's individual care needs. Ongoing discussions and written daily diaries provide parents with opportunities to share information and learn about their child's day. Parents are frequently shown the observations the childminder makes, helping them to see how she is supporting them in taking the next step in their development, promoting consistency. Parents state that they are very happy with the caring service provided by the childminder. The childminder is keen to establish links with others providing care for the children, enabling her to offer

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the early years provision

activities at home which compliment those which children enjoy elsewhere. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are happy, settled and secure due, to the childminder's consistently positive and caring approach. They are confident and form a strong bond with the childminder, as she understands and respects their individual needs. They explore with interest and excitement, demonstrating the start of a positive disposition to learning. Children are learning to play together, to share and take turns. This is due to the consistent approach of the childminder, who always remembers to offer praise and encouragement, as well as helping children to understand boundaries and expectations through discussion. Children develop a strong sense of belonging. They see examples of their own art work displayed on the walls, making them feel proud. They confidently share news about their own lives, as the childminder shows a keen interest in what they have to say. They learn about valuing and respecting others through activities and frequent discussions about the

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and outcomes for children

feelings and needs of members of the community. For example, they are provided with resources to make their own poppies for Remembrance Day, all the while learning about this event and sharing their own thoughts and feelings. They form a close bond with the childminder and members of her family and meet with other children and adults when they visit toddler groups, helping them to develop good social skills. Children benefit from being able to make lots of choices in their play. They can move freely between the indoor areas, and select from the accessible toy boxes. Children communicate their needs with increasing confidence. The childminder responds positively to the children's spoken language, their early babbles, facial expressions and body language. Children enjoy books and stories and help themselves to books of their choice from the low level book shelf. They enjoy mark making, using a wipeable board to make patterns, and accessing

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and outcomes for children

pencils and paper freely to encourage an interest in print and writing. They are frequently introduced to numbers as they play and are encouraged to notice shapes as they use the toys. They join in with singing and rhymes, some of which help them to start to understand number order and value.

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and outcomes for children

Children are supported in engaging in a wide range of activities, which are based on the childminder's good understanding of children's preferences and stage of development. They enjoy many outings, such as visits to nature parks and indoor and outdoor play areas, enhancing their experiences. They also have some access to the childminder's garden, where they enjoy activities. Written observations for the younger children are linked to the relevant area of learning to identify children's progress and help plan their next steps. However, a similar system has not yet been implemented for slightly older children who are in the early years age group, to enable the childminder to support their learning as successfully.

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and outcomes for children

Children are provided with opportunities to explore using their senses. Play dough, gloop and water are provided to encourage children's natural curiosity. They frequently engage in creative activities that are appropriate for their age. For example, to enable the very youngest children to explore using paint that is safe if they put it in their mouths, the childminder makes paint out of food items such as tomato sauce and mayonnaise. Children have fun using their whole bodies to make marks and patterns using the safe materials. Their finished paintings are taken This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 home or hung in the hallway for all to see. Musical instruments are freely accessible, allowing even the youngest children to create their own tunes. Children are introduced to technology from a very early age. They learn that lights will flash or sounds will be made as they press certain buttons on the toy they are using,

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and outcomes for children

repeating their action to select the preferred response. Children's physical development is supported well. They are provided with activities which help them become strong, gain balance and increase control and co-ordination. For example, they have to stand and reach up to post the ball into the top of the tube. They watch excitedly as the ball travels through the twisting pipe and eventually pops out of the bottom. Children are taught road safety when they are out and about, and are reminded about simple boundaries within the home which are there to keep themselves safe. The childminder talks to older children about 'Stanger Danger', helping to support their safety as they become increasingly independent. Children are learning good routines with regard to personal hygiene and are encouraged to enjoy healthy snacks and have regular drinks throughout the day, helping them to make positive choices with regard their own health, as they grow

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and outcomes for children

up. 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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