Childminder in Nottingham

Inspection report for early years provision

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Unique reference number EY424305 Inspection date 01/12/2011 Inspector Judith Rayner

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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 and lives with her husband and three children in a residential area of Nottingham, Nottinghamshire. There are local amenities close by, such as a park, shops and school. All of the ground floor is used for the purpose of childminding with toilet facilities on the first floor. There is a fully enclosed and secure back garden for outdoor play. The premises are accessed by one step up into the house and there is ample parking outside the home.

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Description of the childminding

The childminder is registered to care for four children under eight years at any one time. There are currently four children on roll, of whom two are within the Early Years Foundation Stage. Children attend various days and times throughout the week. The childminder takes and collects children from the local school. The childminder is registered on the Early Years Register and compulsory part of the Childcare Register. 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 satisfactory.

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The overall effectiveness of the early years provision

All children are happy, confident and settled in the care of the childminder. They are making satisfactory progress in their learning and development. Most resources are easily accessible, sufficiently organised and generally promote diversity. Partnership with parents and others involved in the care and learning of children is suitable, ensuring their individual needs are met. Appropriate systems are in place to evaluate the practice offered in making continuous improvement.

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further?

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

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further?

 develop further the use of observations and assessments to identify learning priorities and plan relevant and motivating learning experiences for each child within the six areas of learning  increase the range of toys, resources and experiences, raising children's awareness to diversity  review the way in which toys and resources are organised to promote children's independence skills.

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the early years provision

The childminder understands that her fundamental role and responsibility is to keep children safe. She has good knowledge of the procedures she would take if she were concerned about a child in her care. A clearly written safeguarding policy is sensitively shared with parents from when they first start. Good safety strategies This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are in place, such as safety gates, cupboard and door locks, minimising risks to children. Supervision of children is good. The childminder encourages children to take calculated risks, such as walking carefully between the school and the childminder's home. Children are further protected because the childminder undertakes visual risk assessments before children arrive to ensure areas where they play are safe. Written risk assessments are robustly recorded weekly and reviewed annually. As a result, children are able to engage in activities and explore

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the early years provision

their surroundings whilst feeling safe to do so.

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the early years provision

The childminder knows the children she cares for well, building on their initial starting points discussed with parents. Children are treated with equal concern. The childminder organises the day to ensure children's school runs are incorporated appropriately into their routines. There is a suitable range of toys and resources within the home and garden. However, some toys and resources are not organised well enough to promote children's independence skills. Furthermore, there are less toys, activities and resources to raise children's awareness of diversity. Positive discussions with the childminder are beginning to help children learn about other's similarities and differences. The childminder uses local resources, such as the park, to extend children's learning and awareness to their local community. Children learn about helping to save the planet by recycling items placing them in the appropriate boxes in the home. Records, policies and

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the early years provision

procedures are accurately recorded. They are well maintained, highlighting the service that is offered and how children are cared for.

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the early years provision

Parents are welcomed in to the childminder's home and instantly offered a suitable range of information relevant to the childminding practice. Childcare issues, certificates and children's artwork is attractively presented in the hallway. Parents speak positively of the service that is offered and contribute their ideas and assessment of the service in written questionnaires. Information is generally exchanged verbally regarding what the children have been doing and how they are progressing in their development. Partnerships with others are developing appropriately. Information is gathered regarding themes and topics which the childminder then uses to consolidate children's learning whilst in her care. Despite this being the childminder's first inspection since registration, she has started to complete the self-evaluation form and use this to monitor and evaluate her practice. She is beginning to recognise her strengths and areas for improvement.

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the early years provision

All required courses have been completed, such as paediatric first aid and the Introduction to Homecare practice. She has identified other areas of training which will help to develop her knowledge and care of children, such as fire safety.

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and outcomes for children

Children are confident, happy and settled in the care of the childminder. They are forming strong and comfortable relationships with the childminder and their peers. The childminder knows the children she cares for well. She flexibly plans play to support their satisfactory progress in their learning and development. Children's interests are suitably built upon following discussions with parents and the completion of a written 'All about me' assessment record. The childminder is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 suitably knowledgeable of children's development and how to support and extend children's play. The childminder has some system in monitoring children's progress. She observes children and takes some photographs which are held in each child's own folder. However, the childminder lacks some understanding of linking the early learning goals to children's next steps. This at times restricts the

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and outcomes for children

best opportunities for children to be challenged appropriately and their learning to be extended. Despite this, the childminder does encourage children to choose what they want to do. She also adapts activities so all children are able to participate.

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and outcomes for children

Children engage quickly when they arrive at the childminder's home. They are familiar with what is expected of them. They place their school and personal belongings in designated boxes and take their coats and shoes off. It is a busy time and children explore and investigate the toys whilst having fun. Children follow house rules and show a strong sense of security and feel safe within the setting. Children learn that it is important to be respectful of other's similarities and differences, share toys and take turns. Boys and girls access the same toys, and activities are adapted so all children are included. Lots of conversation is held between the childminder and the children. They talk about events that their friends have been involved with and confidently ask for more toys and resources. Children particularly enjoy the play dough activity. They squash, pull, stretch and manipulate the dough into shapes. One child counts the number of holes they

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and outcomes for children

make as they press tools and cutters into the dough. Other children roll the dough into differently sized balls. Children place the balls in sequential order, largest down to the smallest, describing and naming the sizes correctly. Children's imaginative skills are developing well. They describe what they have made out of the dough, such as pancakes and then aliens. Children happily sing the alphabet song using programmable toys and pressing buttons to make the music play.

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and outcomes for children

The childminder helps children learn about dangers and how to keep themselves safe, for example, how to walk safely between leaving school to the childminder's home. Children's health is also promoted suitably. They learn about the importance of hand washing. They independently take themselves to wash their hands before they have snack. Using paper towels and putting them straight in the bin helps prevent the spread of infection. Snacks of bread sticks and grapes promote children's health as the childminder encourages healthy eating. Children also thoroughly enjoy time at the park and garden as they learn that exercise outside is fun and keeps them healthy. Children are learning the basic skills around the exploration of technology. They play computer games on the television to pressing buttons on toy mobile phones. They are also supported appropriately to help prepare for the future. They self-select toys and help themselves to the snacks,

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and outcomes for children

recognising when they are hungry. 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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