Childminder in Nottinghamshire

Inspection report for early years provision

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Unique reference number EY428793 Inspection date 06/12/2011 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 registered in 2011. She lives with her husband and three children in a residential area of Sutton in Ashfield, near Mansfield, North Nottinghamshire. There are local amenities close by, such as, a park, schools and shops. The whole of the ground floor is used for the purpose of childminding with toilet facilities also on this floor. The premises are easily accessible with sufficient parking available outside the home. There are two fully enclosed and secure rear gardens for outdoor play. The family has a pet cat.

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Description of the childminding

The childminder is registered on the Early Years Register and the Voluntary and Compulsory parts of the Childcare Register. She is registered to provide care for four children under eight. There are currently three children on roll, all of whom, are within the early years age group. They attend various days and times throughout the week. 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

The childminder provides a welcoming and stimulating home where all children's health, safety and welfare needs are mostly met and fully respected. Children are making good progress in their learning and development. Good partnerships are in place with parents. Records, policies and procedures are informative and maintained well. The childminder is in the early stages of using a good system for reflective practice to monitor the provision.

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further?

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

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further?

 link the next steps of learning more closely to the early learning goals to further support children's individual progress  increase the range of toys and resources that positively promotes diversity.

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the early years provision

Children are safeguarded effectively. The childminder is confident and knowledgeable of her role and responsibility to protect them from harm. She is fully aware of the procedures she needs to take should she have any concerns regarding a child in her care. A clearly written safeguarding policy is in place which is also shared with parents from the onset. Effective safety strategies are in place, such as safety gates, monitoring of sleeping babies and cupboard locks, enhancing children's safety. Furthermore, the childminder undertakes daily risk assessments to ensure all areas of the home, garden and all outings are safe for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Written risk assessments are thorough and robust.

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the early years provision

The childminder organises the day well in accordance with children's individual needs, such as, sleep and meal times. The childminder knows the children she cares for very well and meets their overall needs effectively. She is respectful of their individual needs and treats all children with equal concern. Toys and resources are attractively presented and easily accessible. This enables children to develop their independence skills when self-selecting toys of their choice. Activities and toys are adapted to support the youngest of children, such as, placing them on the floor. This encourages babies to explore and investigate their surroundings safely. Children learn about other's similarities and differences because the childminder plans some activities, such as, Chinese New Year. However, there are less toys and resources to further support and raise children's awareness to diversity. A good range of clearly written and well-organised records, written

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the early years provision

policies and procedures, are in place. These successfully support the practice and delivery of the welfare requirements and the outcomes for children. They are shared with parents from when their child first starts with the childminder.

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the early years provision

A good partnership is in place with parents. The childminder is proactive in addressing the children's needs whilst fully respecting the parents' views and wishes. Babies' routines from home are implemented well, helping them feel safe and secure. A good portfolio with a wide range of information is openly shared with parents. This provides parents with a clear idea of how their children are cared for and what service the childminder offers. There are appropriate systems in place to link with others involved in the care and learning of the children, should this be required. Although her business is still in the early stages of development, the childminder has a good system in place to review her service and skills. This ensures the outcomes for children are improved. For example, furniture has been moved around the home, creating more space for children to play. More storage boxes have been purchased. These are clearly labelled, helping children to make

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the early years provision

independent choices in what they wish to play with. All required courses have been completed since registration, such as, first aid.

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and outcomes for children

The childminder has a good understanding of child development and how children learn through play. Children are active learners, engaged in their play and are keen to explore and investigate. The childminder has started to record children's progress building on from their starting points, which have been discussed and recorded with parents. Regular observations are undertaken and some are recorded in an 'All about me' folder. However, some observations are not always used to effectively identify learning priorities. This information is not then used to always plan relevant experiences for each child across some areas of learning. The childminder knows the children she cares for very well and speaks very warmly of them.

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and outcomes for children

The childminder understands the importance of having good relationships with children. She makes every effort to get to know the children as much as possible. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Established relationships are in place with the childminder and children show confidence and happiness whilst in her care. Their self-esteem is good because the childminder praises them on the smallest of achievements. Positive words, soft warm tones and smiles, provide reassurance for the youngest of babies. The childminder uses language all the time, talking to the children about what they are playing with, consolidating words and speaking clearly. This helps babies start off on the right tracks to communicate. In return, babies babble and make sounds as they engage in play looking at the toys and the childminder. Babies excitedly explore their surroundings reaching out touching and grabbing toys. They

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and outcomes for children

confidently know where to press buttons to make the drum work. They press buttons increasing their skills in technology as music and noises play. Babies enjoy challenges as they attempt to walk. They hold hands with the childminder, use the settee to hold on to or use walkers as they move around the room. Great support is offered by the childminder through physical and verbal interaction. This helps babies feel safe to explore, investigate and enhance their all round skills. Babies develop their mathematical skills, placing objects into containers and using construction blocks to build towers. Daily walks to and from school, provide children with fresh air and exercise. They spend time at the park, shops and library with opportunities to learn about the local environment and develop their social skills. Good experiences within the home and on visits to local community facilities, such as, toddler groups help children to develop their creative skills. They enjoy

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and outcomes for children

painting on paper plates and participating in sensory activities.

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and outcomes for children

Children from a young age learn about the importance of stopping germs from spreading. This is because the childminder is a good role model in promoting personal hygiene with the children. They are encouraged to wash their hands after using the toilet and before they eat. The prevention of the spread of infection is also promoted well. Each child has their own hand towel and effective nappy changing procedures are maintained. Children's dietary needs are fully adhered to where parents, if they wish, provide their children's food and drinks. Healthy snacks of fresh fruit and water are provided by the childminder. Children learn about safety as they regularly participate in fire drills learning what to do should they need to leave the house quickly. Babies quickly learn that being strapped in their high chair or pushchair keep them safe and secure. Boys and girls play with the same toys and have access to some resources, which promote children's

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and outcomes for children

understanding of diversity in society. 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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