Childminder in Derbyshire

Inspection report for early years provision

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Unique reference number EY431860 Inspection date 23/02/2012 Inspector Christine Armstrong

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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 and lives in Swadlincote with her husband and child aged three years. The family has two rabbits. The whole of the downstairs of the childminder's home, the garden and one bedroom upstairs, is registered for childminding purposes. There is also a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the compulsory part and voluntary part of the Childcare Register. The childminder is registered to care for a maximum of four children at any one time. There are currently five children attending in the early years age group, most of whom attend on a part time basis.

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Description of the childminding

The childminder is a member of the National Childminding Association and holds a recognised level four early years qualification.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children receive outstanding support to make significant gains in their learning and development. Exceptional partnerships between parents and other early years settings ensure all children are fully included and achieve as much as they can. Comprehensive policies and procedures are implemented consistently and robustly to protect and promote safety and welfare. Extensive monitoring, analysis and self- challenge enables the childminder to continually improve outcomes for children.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 implementing current plans to further enhance and promote children's learning.

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the early years provision

The childminder has a comprehensive knowledge and understanding of all the policies and procedures required to keep children safe. For example, she has attended advanced safeguarding training and has developed a professional and in- depth understanding of child protection issues. As a result, she has a comprehensive understanding of what to do if she was worried a child is being abused and she ensures parents are fully informed of all safeguarding procedures through detailed written policies and procedures and discussion. All adults living on This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the premises are suitably vetted and a record is kept of all visitors. This helps to further safeguard children's welfare. Comprehensive risk assessments are carried out for inside and outdoor areas and all activities and outings. This ensures the environment in which children are cared for is very safe and secure at all times.

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the early years provision

Exceptional focus is given to supporting children to develop an excellent awareness of safety issues and to recognise how to keep themselves safe. For example, children take an active role in identifying potential hazards when they arrive at the local play area. Meticulous arrangements are in place to support children's good health and minimise cross-infection.

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the early years provision

The success of this setting is due to the childminder's deep understanding of excellent early years practice and her commitment to providing equality and inclusion for the children in her care. The environment includes positive images of diversity, information for parents and photographs of children at play and displays of their work. This portrays a message that everyone is welcome in this setting. When children start to attend the setting the childminder develops exemplary partnerships with parents to develop an accurate and detailed account of each child's individual needs. Ongoing comprehensive observational assessments are undertaken in partnership with parents. This provides a clear, up-to-date picture of children's achievements and the support and challenge they need to progress further towards the early learning goals. The childminder has taken the lead role in establishing effective links with early years foundation stage teachers within the

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the early years provision

school children attend, to identify ways in which the setting can complement the education children receive within school. This exemplary practice ensures the environment and activities are adapted to include all children and that all are able to actively contribute and participate and achieve their potential.

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the early years provision

The childminder is exceptionally organised and professional in her approach to childminding. Extensive detailed policies are in place and documentation is meticulously maintained and shared with parents. She is highly skilled and experienced and fully committed to ongoing development. For example, she researches childcare journals and attends all available training events which ensure she is familiar with all new initiatives and current thinking with regard to the best possible practice. She actively seeks values and responds to children's and parents' wishes, views and suggestions. The culture of reflective practice and self- evaluation that has already been established provides her with an accurate understanding of the strengths and potential areas for further development. For example, she plans to explore ways to stimulate children's interest and understanding of oral hygiene.

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and outcomes for children

Children make significant gains in their learning because exemplary systems are in place to ensure each and every child receives an enjoyable and challenging developmental experience that is tailored to meet their individual needs. Children are motivated and enabled to become active learners through high quality teaching methods and an exceptionally stimulating learning environment. For example, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children are supported to recognise similarities and differences in themselves and others through family books that are developed in partnership with their parents and include photographs of family members, occasions and children's interests. Children also learn to recognise value and respect diverse musical sounds and instruments from around the world. Their interest and understanding of diverse celebration is captured through imaginative activities including making dragon

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and outcomes for children

headwear as a way of exploring the festival of Chinese New Year.

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and outcomes for children

Children receive exceptional support to develop high levels of independence, curiosity and imagination. For example, older children take photographs of the different living things they find of interest in the garden. They take the photographs to the library and find reference books to find out more about the things that have taken their interest, including the safety of plants in the garden. During snowy days children go outdoors and examine all the different types of foot prints they can find and then match, compare and tally their results. They use paint to highlight the prints in the snow and sculpture shapes with the snow. Younger children explore and experiment using a vast range of materials. To encourage younger children less willing to explore with messy materials, such as cooked spaghetti or jelly and foam, the childminder provides materials including dry flour with a range of brushes and see through soft materials.

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and outcomes for children

Children are fully supported to make progress in developing skills for the future because the childminder has an expert knowledge and understanding of how young children learn and progress in this area. Planned and spontaneous opportunities are captured to promote children's communication skills. For example, during care routines younger children learn to name the different parts of their body, begin to use numbers to count, recognise shapes on clothes, the sounds of animals and letters make and the sequence of daily events. Excellent use is made of the local childcare amenities to extend children's experiences and help to develop their social skills.

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and outcomes for children

The childminder is a good role model and encourages considerate behaviour and children are supported to learn to be safety conscious in all situations without being fearful. Excellent emphasis is given to supporting children to understand about and take part in healthy lifestyles. They access the outdoors throughout the year in all weathers, taking part in both challenging physical activities and no physical activities, such as spray painting and chalk marking. They take part in preparing and planning healthy food with the childminder. Eat well plates, posters and stories also promote this area of learning. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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