Childminder in RochdaleOfsted inspection, 1 Nov 2011

Inspection report for early years provision

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Unique reference number EY356841 Inspection date 01/11/2011 Inspector Karen McWilliam

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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 and child aged five years in Rochdale. The whole of the ground floor, second bedroom and bathroom are used for childminding. There is a fully enclosed back garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight at any one time, of whom no more than three may be in the early year's age range and of whom not more than one may be under one year old. There are currently two children attending who are within the early years age range, both of whom attend on a full time basis. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She regularly meets up with other childminders for days out, advice and support and is a member of the National Childminding Association. The childminder also holds an early years qualification.

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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 warm and welcoming environment where children settle well and are happy and secure. Children make good progress in their learning and development because of the huge range of resources available to them and because the childminder knows them well. This also ensures that children's individual needs are sensitively met. Partnerships with parents and carers are effective because the childminder shares a wealth of information to promote the welfare of children. Overall, effective policies and procedures ensure children are protected. The childminder successfully identifies her strengths and areas for improvement through her evaluation process and as a result, displays a good capacity to make continuous improvement.

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further?

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

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further?

 further develop the existing systems to verify the identity of visitors, record their names, the purpose of the visit, and details of arrival and departure times  continue to develop systems to minimise the risks of cross infection to promote the good health of children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are effectively safeguarded because the childminder has a good knowledge and understanding of child protection issues, owing to recently attending safeguarding training. All adults in the home have been suitably vetted to further protect children. There are detailed risk assessments of all aspects of her provision this means that the environment is safe for the children to explore. Children are further protected because the childminder keeps generally good records including accident, medication and attendance records. She has attended training to update her knowledge of keeping children safe, including first aid and food hygiene. She also ensures smoke alarms are routinely tested and has a clear and effective escape plan in place in case of a fire.

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the early years provision

The childminder is knowledgeable about the Early Years Foundation Stage and has attended a variety of training courses to ensure her professional development. She identifies children's starting points on entry, tracks their progress and clearly identifies next steps which are recorded in the children's individual learning journeys. Consequently, children are well supported in their learning. There is a huge range of toys and equipment for the children to choose from, including books, construction toys, treasure baskets, small-world and programmable toys which the childminder rotates weekly. Children are able to choose some of the resources for themselves and can request others, for example children ask for the scooter when playing outdoors. As a result of this children thrive and make good progress in their development.

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the early years provision

The childminder recognizes each child is a unique being and works closely with parents and carers to obtain useful information about each child, such as dietary requirements and medical needs. This means that parent's wishes and children's individual needs are effectively met. The childminder and parents complete a daily diary to share information about their child's day, including activities, meals, and their child's progress. As a result of this parents are involved in their child's learning and each child is well supported in making progress towards the early learning goals. Children's transitions to other settings are supported because the childminder liaises with the other practitioners.

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the early years provision

Children learn to value and respect other people's similarities and differences because the childminder ensures they have access to a variety of resources that positively portray diversity in society. For example, multi-cultural dolls, jigsaws and feelings puppets. Consequently, children are beginning to develop positive attitudes towards themselves and others.

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the early years provision

The childminder is very aware of her strengths and areas for development and continually evaluates her setting. She seeks the views of parents through questionnaires and verbal feedback and uses this information to further improve the setting for children. She has addressed the previous recommendation promptly. For example, she has developed resources which reflect positives images of wider cultures and disabilities to support children's understanding of the wider world. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children benefit from warm and loving relationships with their childminder. As a result they are happy and secure during their time at the setting, confidently exploring the play areas or snuggling in for a cuddle when upset. The environment is welcoming with attractive displays of the children's work and Halloween displays. Children feel supported in their play and take appropriate risks as they attempt to climb the slide or ride the tricycle. The childminder responds well to the children's needs and requests and consequently the children are confident asking to play with a scooter or go to sleep. Children are learning to keep themselves safe as the childminder gently reminds them to be careful when filling the measuring jugs in the water tray. Therefore effectively promoting children's well-being.

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and outcomes for children

Children's health is well promoted as they enjoy choices of fruit and meals from a well-balanced and nutritious menu, therefore developing healthy eating habits. They readily wash their hands before eating and the childminder explains the importance of hand washing; as a result of this the children establish good hand washing routines. Systems to minimise cross infection are generally well in place. The childminder ensures that the children have access to their own beds and bedding and regularly checks the children whilst they are sleeping. Further contributing to the children's health and well-being. Children have many opportunities to develop good physical skills as they enjoy daily access to the outdoor area, visit the park and shops. Children have opportunities to run, balance, throw, catch and climb, consequently testing and challenging their skills.

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and outcomes for children

Children learn about the natural world as they help feed the goats on a visit to the farm, dig in the mud and play with leaves in the park. Children have opportunities to develop a sense of themselves and others as they play with resources that reflect the diversity of individuals and communities. Children are generally well behaved in the setting because the childminder routinely reminds children of the boundaries and offers clear explanations. The childminder naturally and spontaneously promotes all the six areas of learning. She plans motivating activities based on observed children's individual interests identified in their individual learning journeys. Children are active participants in their learning. For example, children choose a puppet out of a basket to suggest which song they would like to sing. As result of this there is a good balance between adult-led and child-initiated activities. The children enjoy choosing a book at story time and

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and outcomes for children

talking about what they see. The children have plenty of opportunities to try out their early writing and drawing skills as they play at the mark-making table and use crayons and chalks or write in the sand and paint. Children learn to problem solve as they play with jigsaws and fill and pour at the water and sand trays. The childminder challenges their play by asking 'is it full' and 'does it need more'. The childminder promotes children's knowledge and understanding of the world through a variety of activities such as making ginger bread biscuits, using play dough, gloop and small world figures. Children have opportunities to gain good skills in using technology when accessing the variety of programmable toys such as This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 remote control cars and a tablet computer for stories. This means that children develop good skills for the future.

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and outcomes for children

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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