Childminder, Out-of school day care in Suffolk

Inspection report for early years provision

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Unique reference number EY355480 Inspection date 26/01/2012 Inspector Hazel Meadows

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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 2007. She lives with her husband in a village near Bury St Edmunds, Suffolk. There is one step to access the premises and a downstairs toilet is available. The whole of the ground floor is registered for childminding activities and children predominantly play in the lounge/diner. There is a fully enclosed area of the garden for outside play. The family has a lovebird in a cage indoors.

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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 six children under eight years of age at any one time, of whom no more than three may be in the early years age range. She is currently minding one child in the early year's age range, who attends part-time. She also offers care to children aged over five years. The childminder supports children with special educational needs and/or disabilities and children for whom English is an additional language.

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Description of the childminding

The childminder is a member of the National Childminding Association. She walks or drives children to and from local schools and pre-schools and attends local toddler groups. She takes children to local play areas, the surrounding countryside and to nearby places of interest.

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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 relaxed and happy in this warm and welcoming home-from-home environment. The childminder establishes positive and trusting partnerships with parents and most required documentation is in place to promote children's welfare and safety. Children are offered a variety of play and learning experiences and are making satisfactory progress. The childminder's knowledge of the Early Years Foundation Stage learning and development requirements is limited, which impacts upon planning, monitoring and assessing children's progress towards the early learning goals. A self-evaluation form has been completed, although, not all areas requiring further improvement and development have been identified or addressed.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 improve knowledge and understanding of the Early Years Foundation Stage learning and development requirements, in order to identify individual children's learning priorities and plan relevant and motivating experiences to promote their progress towards the early learning goals (Educational programmes) 23/02/2012 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  maintain a record of risk assessments and aspects of the environment which need to be checked on a regular basis and when they have been checked (Suitable premises, environment and equipment). 09/02/2012

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further?

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

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further?

 review the accessibility of toys and resources and consider ways of increasing children's awareness of what is available and their ability to make their own choices  improve self-evaluation to highlight strengths and to identify any areas requiring improvement, for example, learning and development, risk assessments and updating documentation.

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the early years provision

The childminder has a secure understanding of safeguarding issues and recognises her responsibilities to protect children from abuse. She has completed safeguarding children training and both the childminder and her husband have Criminal Records Bureau clearance. She has a written safeguarding policy and local safeguarding information to refer to if she has concerns about a child. The childminder is attentive to the children and watchful of them to promote their safety and well-being. She conducts a visual risk assessment of her home, however, no record is maintained of the premises risk assessment overall. She has basic written risk assessments for outings and travel in the car. Emergency evacuation procedures are practised with the children so that they are familiar with the process without being fearful.

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the early years provision

The childminder has completed and maintained required training, including a workshop covering the Early Years Foundation Stage. However, her understanding and application of the learning and development requirements is limited and she recognises this is an area for improvement. She reflects informally on her practice and has submitted a paper copy of the Ofsted self-evaluation form. However, some areas for improvement are not effectively identified and addressed to improve outcomes for children.

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the early years provision

The childminder's documentation is very well organised and maintained. Clearly written policies support her childminding, apply to her own setting and are shared with parents. She gathers comprehensive details about the children from documentation and obtains signed, written parental consents to ensure children are cared for according to their parents' wishes. She gets to know children very well as individuals and has a positive and inclusive attitude and approach to diversity. This is reflected well in her practice and in some of the toys and resources available. A suitable range of toys and resources are available but are not always easily accessible to the children.

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the early years provision

The childminder develops very positive and trusting partnerships with parents. She This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 encourages frequent two-way verbal communication to promote the children's welfare. Written references, obtained from parents for the inspection, are very positive. Parents clearly value her caring and attentive manner and the range of activities offered. They comment positively on her competence, reliability and organisation and the high standard of behaviour she promotes. The childminder develops verbal links with other settings the children attend, who also deliver the Early Years Foundation Stage. However, exchanges of information are primarily limited to the children's welfare. There has been limited contact with local authority advisory staff.

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and outcomes for children

Children are relaxed and happy with the childminder and her home. They are very comfortable with the childminder and thrive in her warm and attentive care. She plays enthusiastically with children at their own level and they enjoy her company. The childminder gets to know them very well and is mindful of their favourite activities. For example, she puts on some music which a toddler relishes. The toddler giggles with delight as she moves to the music, joining in with some of the words. Children clearly feel secure and reassured by the childminder in the presence of strangers and snuggle close to her. They are well behaved, responding positively to the childminder's calm and gentle manner. She offers clear, simple explanations and children are given time to think and respond to any questions or instructions. Positive behaviour is acknowledged with warm and encouraging praise. The childminder recognises the uniqueness of each child and works closely

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and outcomes for children

with parents to support any additional needs a child may have. She ensures all children are included at their own level and encourages children to respect and value diversity.

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and outcomes for children

The childminder notes children's capabilities and sometimes this insight is used to inform future activities. She maintains an individual Learning Journey booklet for each child. Written observations and anecdotes are supported by photographs. However, observations are not always used to inform future planning and are not linked to the six areas of learning of the Early Years Foundation Stage. Children's progress towards the early learning goals is not monitored and sometimes they are not sufficiently extended. The Learning Journeys are shared with parents but their contributions have not been requested.

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and outcomes for children

A good selection of age appropriate toys is provided for children of all ages and stages. The majority of toys are stored in a cupboard under the stairs, therefore younger children are not easily able to make their own choices and selections and may not be aware of what is available. Most resources for young children are chosen by the childminder but do not always offer sufficient ongoing challenge for their capabilities. Toddlers are given a box of baby toys, dolls and a cot. They explore different ways of playing with the familiar toy cot as they turn it upside down and examine the feet and try to work out how to undo the clothing on a doll. Once children are settled with her, the childminder takes them to local toddler groups, where they have opportunities to socialise with others and explore a different range of resources and craft activities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children's communication skills are encouraged and supported well. Lots of eye contact and positive facial expressions and words from the childminder encourage children's confidence. She talks freely with the children, broadening their vocabulary and is attentive to toddler's efforts of communication, both verbal and otherwise. Children have some opportunities to explore different mediums, such as sand and engage in creative activities such as colouring and sticking. Toddlers manage to hold the crayons well and form controlled marks on paper. Children have occasional opportunities to learn about the natural world as they help pick fruit from bushes in the garden or go on outings to local play areas and into the surrounding countryside. Outings are used by the childminder to help children learn practically about road safety.

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and outcomes for children

Children are becoming familiar with good hygiene practices, such as hand washing or using wet wipes before eating. They are offered a good variety of nutritious snacks and light meals, including fresh fruit and vegetables. Drinks are offered at regular intervals ensuring children are well hydrated. Children have regular opportunities for fresh air and exercise which promotes a healthy lifestyle. Their routines are well-maintained and supported in close cooperation with parents, for example, children are able to sleep and rest according to their individual needs. Toddler's independence skills are encouraged as they are offered a spoon at lunchtime to help them learn to feed themselves and they are given time to put on their own leg warmers. 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 3 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 2 The extent to which children make a positive contribution 2 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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