Childminder in Staffordshire

Inspection report for early years provision

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Unique reference number EY426365 Inspection date 16/11/2011 Inspector Mary Henderson

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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 2011. She lives with her husband and young children in a house in Staffordshire which is within walking distance of local schools, shops and children's play areas. All downstairs areas of the house are used for childminding purposes and there is a fully enclosed garden for outside play. The family has no pets.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children at any one time. There are currently two children on roll within the early years age range. The childminder collects children from the local school. She seeks support from the local authority. The childminder 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

Relationships between the childminder and the parents, children and other providers of the Early Years Foundation Stage are being developed well. Systems to ensure children's safety at all times are good. Systems to evaluate the provision are mostly in place. The capacity to make further improvement is good. Most systems to ensure children access a range of resources reflecting positive images of diversity are in place.

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further?

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

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further?

 provide further resources that help children become aware of, explore and question differences in gender, ethnicity, language, religion, culture, special educational needs and disability issues  ensure all parents are fully included in the self-evaluation processes of the setting

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the early years provision

The relationships between the childminder and the parents and their children are good and ensure consistency and continuity of care and learning. Communications with other providers of the Early Years Foundation Stage are effective and ensure inclusion. The childminder has developed good links with the local schools and nurseries which further fosters inclusion for all children on roll. The childminder makes good use of all available space to ensure children can easily access their resources. Observations are used to plan children's next steps across all areas of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their development.

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the early years provision

The risk assessments undertaken to ensure children's safety include all indoor and outdoor areas and all outings involving the children. The children are safeguarded well because the childminder has a good understanding of the policies and procedures to be followed. All adults are suitably checked and vetted.

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the early years provision

The childminder has a good understanding of how to support children with special educational needs and/or disabilities. The self-evaluation systems in place include input from the children. Questionnaires are currently being developed to encourage parents' input. However, as yet parents are not fully included in these systems.

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the early years provision

Engagement with parents is good. There is verbal and written two-way exchange of information to ensure each child's needs are identified and met. Parents have free access to the policies of the setting and their child's learning and development files at all times.

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and outcomes for children

The children observe, find out about and identify, features in the place they live and the natural world. They enjoy their walks in the local areas. Here the children learn about the changing seasons, look for insects and notice how the plants and trees change over time. The children also talk about the various animals they see on their walks such as the ducks and the dogs . Children enjoy outings to Marquise Drive Park where they like to look around the gift shops and pop into the cafe for a drink. Here they also visit the park museum and talk about historical artefacts. While at the park the children enjoy running around in the fresh air and using a range of large equipment to extend their physical skills as they climb, balance and tackle the wooden assault course. In the garden, the children like to catch insects to look at closely. They also like to collect leaves in the autumn and talk about the

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and outcomes for children

various colours and shapes they see. The children are beginning to learn about growth and decay as they take down the old bean plants and look around at the various plants around them. During garden play the children like to extend their physical development as they use the trampoline under close supervision of the childminder and play bat and ball games with their peers.

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and outcomes for children

The children are beginning to learn about a healthy lifestyle and those things which contribute to this. They talk about food that is good or not so good for their health. Generally, parents provide for their children's meals. The childminder provides the children with a broad range of healthy snacks including fruit and toast. They also talk about how best to care for their teeth. The children know to wash their hands before mealtimes and after visiting the toilet during every day routines.

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and outcomes for children

The children learn about personal safety while on outings as they learn to cross the road safely under close supervision of the childminder. They further their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 understanding of personal safety as they practise the fire evacuation procedures with their peers and the childminder on a regular basis. Children show they feel safe and secure in their environment as they interact positively with one another and with the childminder, seeking assistance as they wish. They are confident and choose freely from the resources that are easily accessible in their play areas. Children also show they feel confident in their environment as they laugh and giggle with one another and the childminder. The children's problems solving skills and skills for the future are extended as they build puzzles with one another and build with the construction toys. They also count the cups and plates during snack

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and outcomes for children

times and they like to play counting games with the childminder. Children enjoy their creative activities as they chalk with one another on the board and colour in pictures using pencils and crayons. They also like to paint pictures which are displayed along with their photographs, which fosters a strong sense of belonging to the setting. Children like to look through their books and after school like to complete their home work brought back from nursery and school.

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and outcomes for children

The children are beginning to understand that people have different needs, views, cultures and beliefs. They find out about their local environment and play with a broad range of resources that reflects positive images of diversity. However, resources that reflect positive images of disabled people are currently limited. Children are beginning to explore various festivals around the calendar year through food tasting, stories and creative activities. Children are beginning to have respect for their own cultures and beliefs and those of other people through discussions with their peers and the childminder. 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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