Childminder in Leicestershire

Inspection report for early years provision

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Unique reference number EY430955 Inspection date 19/12/2011 Inspector Emma Spooner

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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 partner and two children aged 13 years and two years in Leicestershire. The whole of the ground floor and first floor bathroom and small bedroom are used for childminding purposes. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than two may be in the early years age range. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language. She is a member of the National Childminding Association. The childminder receives support from the Local Authority.

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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

Children are happy and settled in the childminder's home. Children engage in a range of stimulating activities, mostly feeling safe and secure, sharing close relationships with the childminder. The childminder works effectively with parents and knows each individual child well, ensuring that all children are valued and included. The childminder has only been minding for a brief period, so has not yet fully developed all her practice and understanding of the Early Years Foundation Stage. She recognises the need to access further training and to reflect on her practice in order to identify the strengths and weaknesses and is developing clear systems to do so, in order to ensure continuous improvement.

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further?

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

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further?

 continue to develop a systematic and routine approach to using observations to ensure that children's learning and development is monitored effectively  extend children's understanding of safety and how to keep themselves safe when using tools.

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the early years provision

Children's welfare is safeguarded by the childminder who has effective systems in place to assure their safety and well-being. She has a clear understanding of her child protection responsibilities and the procedures to follow in the event of any concerns in relation to safeguarding children. Policies, procedures and records are detailed and well-organised. Clear risk assessments are completed and cover all This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 aspects of the environment that children come into contact with, both inside and outside the property. The childminder completes detailed accident records that are shared with parents.

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the early years provision

The childminder has completed a reasonable self-evaluation which identifies some strengths and areas to improve and develop. She has chosen actions that are well targeted and carefully planned to have the most impact on outcomes for children. The childminder is committed to providing good quality childcare and demonstrates a drive to improve and progress in her childcare knowledge.

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the early years provision

She makes good use of her home to offer children a safe and secure environment which is child-friendly, providing a comfortable environment for their care and learning needs. Toys are stored in the conservatory in drawers and boxes that are easily accessible to the children and they are encouraged to access these independently by the childminder. Equality and diversity is appropriately fostered and reflected in books and play equipment, such as jigsaw puzzles. This ensures that children can see and discuss positive images of the world around them, developing their understanding of differences.

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the early years provision

The childminder keeps full and informative records about the children in her care. Contact details are readily to hand at all times and daily discussions with parents and diaries mean that information is consistently exchanged. This confirms that individual needs are met and ensures that children are cared for in line with parents' wishes. Parents speak highly of the warm and friendly environment that the childminder has created and that their children are very enthusiastic about attending. They also praised the effective link that has been made with their child's other early years setting. Information is shared on a regular basis to ensure continuity of care and education. For example, the childminder uses a recent progress report to incorporate the identified next steps into her own provision to support the child's learning.

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and outcomes for children

Children learn and play in a spacious, secure and stimulating environment. They achieve and enjoy their learning as they make choices from a wide range of appropriate activities. They are curious and inquisitive. Children can be seen developing their independence as they eagerly access and play with inviting resources, such as, cars, dinosaurs, musical instruments and role play equipment for a shop, cafe and fire station. The childminder is very aware of how children learn through play and many activities are child-initiated. Overall, children are equipped with the skills they need to progress in their learning. However, the childminder's knowledge and understanding of the early learning goals is in the early stages of development and she is not yet fully and effectively identifying, assessing and planning the next steps in children's individual learning to ensure that they make the best possible progress.

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children feel secure and are safe both in the home and when they are on outings. Children walk to and from school or pre-school with the childminder and develop a good awareness of their personal safety because the childminder explains road safety routines to them. For example, she helps children understand why they should hold the pushchair on the side away from the traffic. However, there were missed opportunities to help children develop their understanding of how to handle tools safely. For example, how to use a knife safely when preparing fruit at lunch time. Children behave very well for the childminder, who is a good role model and they respond well to gentle reminders about any unwelcome behaviour. They are extending their concentration skills through sensitively planned activities, although the childminder recognises the importance of being flexible and adaptable to meet

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and outcomes for children

individual needs. They learn to understand one another's differences as they celebrate festivals from around the world, such as Diwali. The children thoroughly enjoyed making a collage with a variety of shiny materials to represent the lights.

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and outcomes for children

Children benefit from an enjoyable environment and from the childminder's reassuring and positive approach. They freely choose what they want to do and spend quality time forming strong relationships with the childminder. They experience counting as part of everyday play and number recognition is introduced to support learning. Children's communication, language and thinking skills are developed as the childminder asks open-ended questions such as 'Would you like to?' and 'What do you think?' Enjoyable interaction and children's feelings of self- esteem are evident as they role play being the chef and customers at the cafe and firemen at the station. The childminder is beginning to use everyday opportunities to develop children's understanding and skills regarding technology. For example, they successfully operate the remote controls and ask questions about equipment, such as, the kettle and microwave.

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and outcomes for children

Children have a very good understanding of the benefits of a healthy lifestyle. They delight in taking part in hygiene routines and know that hands are washed before they eat to stop germs getting into their tummies. The children have access to drinks to ensure that they remain hydrated and they make healthy choices for lunch and snack times. The childminder encourages the children to use opportunities for fresh air and exercise, which they love to do. They frequently use the slide and cars in the garden or visit the local park where they enjoy the larger climbing equipment to develop their physical strength and co-ordination skills. 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 2 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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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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