Childminder in Nottinghamshire

Inspection report for early years provision

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Unique reference number 252586 Inspection date 29/02/2012 Inspector Alison Putnar

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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 1998. She lives with her two adult sons, in suburb of Nottingham. Most of the ground floor of the childminder's house is used for childminding purposes and there is a fully enclosed garden for outside play. The family has a pet dog.

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Description of the childminding

The childminder is registered to care for a maximum of six children at any one time and is currently minding 11 children on a part-time basis, four are in the early years age range. She is registered on the Early Years Register and both parts of the Childcare Register. The childminder takes and collects children from the local schools.

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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

A very welcoming, homely and inclusive environment is provided, in which all children are equally well cared for. Good relationships exist between the childminder and parents, ensuring that children's individual needs are supported. Links with other settings the children attend are used less well to support children's progress. Systems to monitor children's development are embedded and are generally effective in helping children to develop further skills. Robust measures are in place to safeguard children. The childminder uses various methods to reflect on her practice to identify key strengths and areas for development, demonstrating a positive attitude and ability to continually improve.

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further?

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

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further?

 establish more robust systems for tracking children's progress, highlighting next steps for individuals to work towards to enable them to make as much progress as possible  develop the two-way flow of information with other settings the children attend, such as the local school, to provide greater continuity in children's learning experiences.

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the early years provision

The childminder demonstrates a secure knowledge of safeguarding procedures, enabling her to protect children's welfare and take appropriate action to report concerns, should she ever have the need. Efficient steps are taken to ensure all adults within the home are appropriately vetted. The home is organised well to provide children with space to play, eat and rest in comfortable surroundings. Good use of space ensures that individual needs are accommodated. Several This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ground floor rooms are available to ensure children can sleep peacefully, while others continue to play actively. Children are supervised well to ensure their safety is maintained. The childminder undertakes risk assessments of the home and for outings to reduce the risk of accidents.

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the early years provision

Secure relationships are established with parents and children. Appropriate introductory sessions ensure that information is openly shared to enable the childminder to cater for individual needs and all required records are maintained to a good standard. The childminder has a wide range of written policies, which she shares with parents, keeping them informed of her responsibilities. She communicates well with parents on a daily basis and completes records of children's development. This ensures parents are fully aware of the care provided and the activities their children have encountered during the time spent with her. The childminder collects some children from school and ensures that relevant information is relayed back to parents. However, she has not yet discussed individual children's progress with teachers, missing opportunities for all to work together to help children reach their full potential.

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the early years provision

The childminder has a positive attitude to keeping up-to-date with changes. As the chair of the local childminding group she organises training events for local childminders and uses their meetings to share good practise and gain new ideas. Since her last inspection she has attended a wealth of training events and achieved a relevant level 3 qualification to enhance her skills and knowledge. She is proactive in obtaining feedback from parents to gain their views to make certain she continues to meet parent's and children's needs. Some report they 'love the home from home atmosphere'. Self-evaluation is used to highlight strengths and areas for development to further enhance the provision for children. For example, through loaning a translation pen to provide increased opportunities for communicating with children learning English as an additional language.

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and outcomes for children

Children enjoy and achieve during their time with the childminder. They make choices in their play in the home, use the garden in good weather and visit community resources, such as, pre-school groups and indoor physical play centres to enhance their learning opportunities. They make good progress in their development through the range of activities provided. The childminder tracks children's progress and highlights some next steps for children to work towards. The system is not fully implemented for every child in the early years age range and as a result, some children may not make as much progress as they are capable of. Young ones play confidently and have plenty of opportunities to develop their communication and social skills. The childminder engages in play with the children using her language to extend their own. She sensitively repeats back words to support younger children's pronunciation skills, without placing any

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and outcomes for children

pressure on the child. Together they look at books and children, including those learning English as an additional language, begin to name pictures that they recognise. Children have very good relationships with the childminder ensuring they are confident in the setting. She successfully creates an environment where This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children learn to respect each other's differences, ensuring that children of different ages get on well together as they understand about expectations for behaviour.

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and outcomes for children

Children develop skills for the future through the range of activities they encounter. Young children begin to explore their creative skills and practise with single-handed tools to support early writing skills, when taking part in craft activities using paintbrushes and crayons. They recreate familiar experiences and explore their imagination as they play with dolls, train sets and cars. Very young children begin to develop social skills as they play alongside each other, pushing dolls in pushchairs across the room and copying each other's actions. All children are actively encouraged to take part in the range of activities, promoting their inclusion and challenging perceived stereotypes. Girls and boys enjoy building with construction sets, working together to create elaborate models. Those who attend after school are able to make choices in play to complement the structure of a school day.

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and outcomes for children

During activities and routines children learn about safe practices, such as, crossing roads carefully or through discussions with the childminder about fire evacuation. A healthy environment is maintained through effective cleaning and hygiene routines. Toilet and hand-washing facilities are easily accessible, supporting children's independence and helping them develop healthy practices. Children understand to wipe their hands after helping to feed the family pet under the childminder's close supervision. The young children show care and concern as they repeat 'gently' as they offer the dog a biscuit. The childminder works closely with parents to accommodate children's individual dietary needs and provides healthy snacks that the children enjoy. Drinks are available throughout the day to ensure children are well hydrated. Children benefit from the fresh air, exercise and opportunities to develop physical skills provided through the regular outdoor

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and outcomes for children

activities. The childminder uses outdoor activities well to introduce other areas of learning. For example, children explore features of the natural world as they visit local parks and begin to develop mathematical skills as they count the ducks together or dogs that they meet. They also show good understanding of important social skills and expected behaviour when taking part in social situations such as going out for lunch together. 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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