Childminder in Bournemouth, Christchurch and PooleOfsted inspection, 9 Jan 2012

Inspection report for early years provision

p.1

Unique reference number EY431969 Inspection date 09/01/2012 Inspector Marilyn Joy

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder registered in 2011. She lives with her husband and school-age child in a house in Canford Heath, Poole. The childminder's parents live in a separate annexe, although some of the accommodation is shared. All areas of the childminder's part of the house are available for childminding. Play space is downstairs with sleeping and toilet facilities upstairs. There is a garden for outdoor play. The family have a dog. The childminder is registered for a maximum of five children under eight years, no more than three of which may be in the early years age group. She is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently minding two children in this age group, this includes one child who attends school. The childminder also offers care to children aged over five years to 11 years of age. She collects children from the local school. The childminder holds an early years

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The childminder values the uniqueness of each child and offers a warm, welcoming and well-resourced environment where they are happy and settled. Overall, children learn about keeping themselves safe through clear guidance from the childminder and appropriate safety arrangements. The childminder establishes strong partnerships with parents and creates secure foundations from which children make good progress in their learning and development. The childminder is enthusiastic and keen to develop her practice and outcomes for children through further training and generally effective self-evaluation processes. She demonstrates a clear capacity overall to maintain continuous improvement.

p.4

further?

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

p.4

further?

 review fire safety arrangements and conduct regular evacuation drills and record details in a fire log book of any problems encountered and how they were resolved  develop the system of self-evaluation to help identify priorities for development that will improve outcomes for children.

p.4

the early years provision

Children's welfare is safeguarded because the childminder has a good understanding of child protection issues. She shares her responsibilities with This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 parents and knows what to do if she has concerns about a child in her care. All the regulatory documentation is in place and efficiently organised. It contains all the information the childminder requires to help her develop a thorough knowledge of each child's background and needs and respond to parent's wishes. The childminder completes comprehensive risk assessments for her home and effectively implements safety measures in most areas. She carefully plans evacuation procedures and checks exits are clear. However, she has not practised the fire drill with the children to help them understand what to do and ensure her procedures work. She checks smoke alarms are in working order, although has not

p.4

the early years provision

fully considered whether they are positioned effectively. Careful thought is given to keeping children safe as they play and on outings. The childminder is vigilant in supervising them.

p.5

the early years provision

The childminder has high expectations and is keen to achieve high quality practice. Since registration she has completed a number of courses and has more booked. She effectively uses her learning to make changes and improve outcomes for children. For example, she made improvements to children's progress records and a created a 'feelings' game to help express themselves and talk about how they are feeling. She regularly reviews her practice and is aware of some areas for further development. However, she has not fully developed her system to help her identify priorities for improvement in all aspects of her practice. Children access a good range of resources and activities. They are effectively organised and used well to engage children's interest, make choices and inspire creativity. Equality and diversity are actively promoted. Resources and activities help children to embrace difference in the world around them. Equipment is age appropriate so that children

p.5

the early years provision

can participate fully in activities and achieve independence.

p.5

the early years provision

A clear emphasis is given to developing positive relationships and working in partnership with parents. They receive a wide range of information through daily discussions, the home-link diary and progress records. They receive copies of the childminder's comprehensive policies and procedures and have ample opportunity to discuss them as part of the settling-in routines. As a result, parents are well informed about all aspects of children's daily care, learning and development. Parents are extremely satisfied. They comment on how much they value the variety of activities their children enjoy, the progress they are making and the effective communication. They highly recommend her. The childminder works effectively with other settings children attend. She is particularly careful to develop a three-way partnership to encourage continuity in all aspects of the care and learning.

p.5

and outcomes for children

Children are extremely happy and comfortable in the childminder's care. They demonstrate a strong sense of belonging as they move confidently around making choices about what they want to do. The childminder gets to know children well and successfully uses this knowledge to tailor activities and care routines to support their individual needs. The childminder communicates extremely well with This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children as she engages them in relaxed conversations. She effectively extends their vocabulary, introduces mathematical language and encourages them to think for themselves during exciting activities that they enjoy. Children learn as they play because different concepts are introduced simply and easily. They make sandwiches and use cutters to create different shapes when there is a focus on problem solving, reasoning and numeracy. They enthusiastically splash and play

p.5

and outcomes for children

with the plastic ducks in the paddling pool. They begin to count how many there are; find out how to activate the wind-up duck and learn a counting song. Vocabulary is extended as they try out different words to describe the 'splishy, splashy' water. The childminder introduces blowing bubbles to encourage control of their mouth and, therefore, speaking. Children laugh and squeal delightedly during the games they play.

p.6

and outcomes for children

The childminder plans weekly themes and organises a good range of activities to broaden their experiences in all areas of their learning and development. Children decorate biscuits and make models from salt dough. They visit the farm, play in the woods and visit the park. Children learn about the wider world when trying different foods and finding out about festivals and celebrations others enjoy. The childminder continually observes children and develops a colourful record of their activities and achievements. She effectively monitors their progression and identifies their next steps for learning. She shares this information with parents so they can work together to create a positive learning environment and help children to make good progress.

p.6

and outcomes for children

The childminder successfully uses her garden playroom for role-play and changes it with the themes. For example, Santa's grotto becomes a doctor's surgery with a table for the receptionist, a kit for the doctor and a bed for the patient. Resources are effectively set out to engage curiosity and imagination. Notices, charts and labels provide meaningful opportunities for children to become familiar with words and experiment with mark-making. All ages become involved and learn to play cooperatively with one another. The childminder is particularly effective in helping children to understand what is expected because she provides them with clear and consistent guidance. She models positive behaviour and good manners. Children respond well. They are kind to each other and behave well. Children relish the praise and encouragement they receive.

p.6

and outcomes for children

Overall, children are developing a sense of how to stay safe. They learn about road safety when walking home from school and how to use equipment and tools safely. Well-organised routines and good quality interaction helps young children feel safe and secure. Children become increasingly independent as they receive good support to help them manage tasks for themselves. Older children know they need to change their clothes and wash their hands when they return from school. A healthy lifestyle is promoted well through the provision of nutritious snacks, plenty of fresh air and a wide range of physical activities. Overall, children flourish in the calm and caring atmosphere the childminder offers. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.8