Childminder in Hampshire

Inspection report for early years provision

p.1

Unique reference number EY435753 Inspection date 06/03/2012 Inspector Lisa Cupples

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 partner, adult son and their young daughter in a residential area of Gosport in Hampshire. The property is within close proximity to schools, shops and parks. Minded children have access to all areas of the home on the ground floor, with rest and toilet facilities on the first floor. There is a fully enclosed garden available for outdoor play.

p.4

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 is registered to care for a maximum of five children under eight years at any one time, of these, two may be in the early years age group, and of these only one may be under one year.

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

All children are happy and settled during their time with the childminder. She shares information openly with parents overall, to ensure the children's individual needs are being met. Children are making good progress towards the early learning goals overall. Continual self-evaluation and monitoring of the effectiveness of the setting drives improvement and demonstrates the childminder's capacity to improve.

p.4

further?

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

p.4

further?

 further develop the children's outdoor play and learning experiences to ensure all six areas of learning are covered both inside and outside regularly  extend the information obtained from parents to include the children's starting points, with regard to the early learning goals, to ensure activities and experiences are planned to meet their individual needs as soon as they start to attend.

p.4

the early years provision

The childminder has a good understanding of child protection procedures and knows how to implement them to safeguard the children in her care. Full written policies and procedures including up-to-date contact numbers, are in place and shared with parents to ensure they are aware of the childminder's role and responsibilities. Full written risk assessments are carried out to ensure children enjoy a very safe and secure play and learning environment, both inside and during outings. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder actively evaluates and monitors the effectiveness of her setting and the activities provided for the children. For example, craft activities have been changed and are less adult-led after self-evaluation. The childminder recognised that the children are still at the stage where they need to investigate and explore the resources, rather than concentrate on an end product. The childminder is

p.4

the early years provision

always thinking about ways to develop and enhance the provision, for example, she has recently acquired child-size furniture to ensure children can reach the activities independently. The childminder organises the space available well and children are able to take part in floor based and table-top activities. They have room to move around freely and know where all of the resources are stored to enable them to extend their own ideas and learning.

p.5

the early years provision

Children learn about the wider world through a range of activities and experiences. They celebrate cultural festivals and enjoy dressing up and art activities. They listen to international music and enjoy different cuisines as they learn about other countries and cultures. Children have access to a range of multicultural resources on a daily basis as they begin to recognise difference and diversity through their play. Children's individual needs are being met successfully because the childminder takes the time to get to know the children and their families well.

p.5

the early years provision

Children benefit from the good lines of communication between the childminder and their parents. Information is shared openly overall to ensure the children's individual needs are being met. The childminder gathers a wealth of information about the children's individual welfare requirements and records it clearly. However, limited information is currently obtained about the children's starting points, in relation to the early learning goals. This limits the childminder's ability to plan and organise activities to reflect the children's individual needs as soon as they begin to attend. Parents have access to their children's records at any time and are able to make contributions about their children's learning at home and progress within the setting. The childminder uses daily diaries to share information about the children's welfare and the activities they participate in throughout the day. All policies and procedures are shared openly with the parents and are also

p.5

the early years provision

displayed for their information. The childminder has systems in place to share information with other early years providers to promote continuity of care, play and learning. She is happy liaise with other agencies as required to meet the needs of all children in her care.

p.5

and outcomes for children

The childminder has a very good understanding of the Early Years Foundation Stage framework. She spends time observing and recording what the children can do. The information is then used to identify the children's individual next steps, which in turn informs the planned curriculum. Children are busy and occupied throughout the day and participate fully in a wide range of activities. However, outdoor play and learning opportunities do not regularly cover all six areas of learning to fully enhance the children's outdoor experiences. The childminder has a This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 good understanding of child development and differentiates the activities effectively to ensure all children can participate fully. She includes the children's individual interests to engage them, ensuring they have fun while they learn.

p.5

and outcomes for children

Children enjoy role play and the childminder makes the experiences as real as possible for the children. For example, children enjoy a picnic in the lounge, they set up a tea set on a rug and are enjoying fresh fruit. They talk about where the bananas come from and the childminder shows the children pictures of banana trees, as they begin to make sense of the world around them. Children count at every opportunity, they count the fruit pieces at snack time and are starting to use one to one correspondence well. Children recognise colours, shapes, letters and numerals as they complete jigsaw puzzles with the childminder. She engages the children in purposeful conversation, extending their learning at every opportunity. During role-play children use a wide range of real life resources. For example, children use a small metal frying pan and oven gloves with the kitchen equipment. They make tea and cook meals for each other, talking about how the oven gets

p.6

and outcomes for children

hot. The childminder introduces new vocabulary as the children play, talking about chefs and utensils. The children repeat the words and then later use them in context during their play. Children use everyday technology as they play. For example, they use the laptop computer with support from the childminder and they use microphones to make different sounds. Children practise their emergent writing skills for a variety of purposes using different media. They have access to crayons, chalks and pencils at all times, set up on the craft table. Children make notes and lists with pencils and paper in the home corner. Children have opportunities to develop their physical skills on a daily basis. They climb through the tunnel in the lounge and enjoy visiting local parks to balance and climb on large apparatus. Children also enjoy nature walks, collecting resources on their way to use with their art work at home.

p.6

and outcomes for children

Children are settled and feel safe during their time with the childminder. They laugh and giggle as they enjoy a wide range of activities and experiences. Children are very confident and chat openly with the childminder and visitors. They share their ideas and make suggestions about what activities they would like to do. Children snuggle with the childminder as they calm down before lunch and enjoy listening to stories. Children are beginning to learn about keeping safe from an early age. They help to pack away the toys so they do not fall over them and they talk about not having too much out at once in case they trip over. Children know how to evacuate the building safely and quickly in an emergency because they practise regular fire drills with the childminder. Children learn about healthy eating and lifestyles from an early age through activities, discussions, posters and the provision of healthy options at snack and meal times. Children talk about the type

p.6

and outcomes for children

of food that is good for them and learn about where different foods come from. The childminder actively promotes good hygiene procedures and children wash their hands at appropriate times with little or no encouragement, talking about 'washing away the germs'. All children behave well because the childminder implements clear rules and boundaries consistently. As a result, children know exactly what is expected of them as they begin to learn the difference between right and wrong. The childminder is a positive role model and encourages the use of good manners throughout the day. Children respond well and are polite as they say 'please and thank you' without prompts when required. Children show respect This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 for their play and learning environment and treat the resources and play materials with respect, picking things up when they fall on the floor and helping to tidy away

p.6

and outcomes for children

before snacks and meals. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

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 3 The effectiveness of the setting’s engagement with parents and carers

p.8

Stage

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

p.8

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.8

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.8

Annex B: the Childcare Register

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

p.9

Annex B: the Childcare Register

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

p.9