Childminder in Nottinghamshire

Inspection report for early years provision

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Unique reference number EY433324 Inspection date 02/03/2012 Inspector Bernadette Cooley

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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 registered in September 2011. She lives with her husband and daughter aged seven years in a village between Worksop and Mansfield in Nottinghamshire, close to shops, parks, schools and public transport links. The ground floor is used for childminding, except the living room, and toilet facilities are available downstairs. There is a playroom and a fully enclosed garden for outside play. The family has a dog.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She may care for five children under eight years, of whom three may be in the early years age range. She holds a relevant level 3 qualification and is also trained in supporting children with special educational needs and disabilities. The childminder currently minds four children part time, of whom three are in the early years age range.

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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 very strong, homely setting and children are happy and settled in her care. She uses her good knowledge of the Early Years Foundation Stage to provide a warm, inclusive and stimulating learning environment and the childminder engages well with children to promote their learning. Good planning systems are being developed to meet each child's individual needs, but learning priorities are not yet fully identified. Overall children make good progress in all areas of learning and development. Detailed record keeping and risk assessments are in place and of high quality. The childminder sets high standards and evaluates her provision extremely well, which demonstrates a strong capacity to improve.

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further?

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

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further?

 enhance procedures for planning using observations to identify learning priorities.

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the early years provision

Children are safeguarded and well protected as the childminder has undertaken relevant training and has a very good awareness of child protection issues. All adults are suitably vetted and children are further protected as a result of the childminder's thorough risk assessments of the premises and provision. Children are supervised with extreme care at all times whilst playing in a safe and secure home environment. The childminder is very well organised. Robust documentation and detailed record keeping promotes the safety and welfare of the children and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ensures the efficient management of the provision. As a result, children are able to move freely and safely around the bright, well-organised play areas.

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the early years provision

Children are very happy and settled in the childminder's care. There is a calm, child-centred atmosphere, and play space and resources are arranged suitably to meet the children's needs. There is a good balance of child-initiated play and adult-led activities, and the childminder spends dedicated time having fun, and engaging actively with the children to take their learning forward. Children are valued for their uniqueness and are fully included in the life of the setting. They are warmly welcomed into the childminder's home and are naturally learning to respect and value differences, through her positive attitude and the resources and activities she provides.

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the early years provision

The childminder recognises the importance of continually improving her service. She offers a high quality service which is evidenced by her reflective practice and her detailed use of a self-evaluation system. Parents are encouraged to participate in this process through feedback questionnaires. The childminder identifies development priorities and therefore has a strong capacity to improve which will enhance outcomes for children. She researches ideas and exchanges information with other providers and is therefore continually updating her practice and using newly acquired knowledge to plan interesting activities.

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the early years provision

Parental partnership is strong. Policies and procedures are shared with parents at the start of a placement. Parents are provided with helpful information about the setting before their child starts and are able to contribute what they know about their child's needs and interests when their child first starts to attend. This identifies starting points and means that the individual needs of children are effectively met. The childminder is sensitive to children's individual personalities when settling them into her home. This ensures a smooth transition between the child's home and the childminding setting. Parents receive daily feedback and are kept regularly updated about their child's welfare and progress.

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and outcomes for children

Children are happy, relaxed and settled with the childminder and enjoy their time in this homely, child-friendly setting. The childminder is a warm and positive role model and encourages children to be polite and friendly. Her practice is inclusive and all children are able to participate fully in activities. The childminder's interaction with young children is gentle and patient and she fully engages with them in what they are doing, providing encouragement and positive praise. This means children become confident and gain in self-esteem as their contributions are valued. The childminder has a good understanding of how young children learn and this enables her to provide an interesting range of experiences and activities to support each child's learning and development. She organises her practice to ensure that children receive individual attention appropriate to their needs. Children are constantly supervised yet are given good opportunities to explore,

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and outcomes for children

make choices and discoveries for themselves. As a result, they become confident and active learners and their progress is good across the areas of learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The resources provided are attractive, age appropriate and well maintained, as well as promoting positive images of equality and diversity. Toys are regularly rotated which helps all children benefit from the full range of resources and the childminder supplements her provision by using a toy library. Opportunities for counting arise from children's play and planned activities. Children use a range of interactive toys that inspire their curiosity and help them develop early skills linked to information and communication technology, such as using a musical mat to hear different sounds. Children develop excellent early literacy skills because the childminder ensures they have lots of high quality experiences and her interaction

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and outcomes for children

is highly effective. For example, children have access to good quality books and are enthusiastic about listening to familiar stories, laughing with enjoyment and delight as they turn the pages, feel textures and lift the flaps. Children use malleable materials, such as play dough and learn to use different tools to make patterns. The childminder sensitively engages with them, drawing attention to colours and shapes, and offering positive praise. There are opportunities for outside play and the childminder enhances her provision with sessions provided by the local children's centre, playgroups and the library. Children therefore benefit from small and larger group activities that develop social skills and awareness. This is strong practice and means that children are able to thrive and make good progress in their development. Planning is linked to the Early Years Foundation Stage. However, observations do not yet identify learning priorities across the

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and outcomes for children

areas of learning. This means children's progress may not always be maximised.

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and outcomes for children

Children's health and well-being is strongly promoted and good hygiene routines, such as hand washing are well-established. Children have opportunities to be active and quiet within their routine. Good practice is further demonstrated as the childminder has detailed understanding of hygiene procedures to prevent the spread of infection. She encourages children to have a healthy attitude towards food as she works closely with parents to provide balanced and nutritious meals and snacks and ensures that all children have access to drinks.

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and outcomes for children

Children behave very well in this setting. This is because the childminder has clear rules and boundaries around behaviour and the use and care of resources, which means children understand what is expected of them. Rules are reinforced by child-friendly pictorial reminders. Children are developing a sense of respect for themselves, a positive attitude to others and an understanding of the diverse world around them as the childminder uses books and resources to good effect to support this. 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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