Childminder in Trafford

Inspection report for early years provision

p.1

Unique reference number 318552 Inspection date 08/03/2012 Inspector Sue Birkenhead

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 was registered in 2000. She lives with her husband, her adult daughter and daughter of 13 years. The family live in the Timperley area of Altrincham, close to local facilities, schools and transport links. The whole of the ground floor and the bathroom on the first floor are used for childminding purposes. There is a fully enclosed garden available for outside play. The family has a dog.

p.4

Description of the childminding

This provision is registered by Ofsted on the Early Years Register and on both parts of the Childcare Register. The childminder is registered to care for a maximum of six children under the age of eight years at any one time of whom three may be in the early years age group. She is currently minding eight children of whom four are in the early years age group. Children are cared for on a part-time basis. The childminder supports children with learning difficulties. She is a member of the National Childminding Association.

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

Children are cared for within a welcoming and inclusive environment where their welfare needs are successfully met, consequently they are happy, secure and settle well. Overall, the childminder uses her positive understanding of the learning and development requirements to support children in making positive progress towards the early learning goals. Generally good relationships develop with parents and effective links with other settings children attend complement their learning and care. The childminder is appropriately committed to the continuous development of the setting and her approach to self-evaluation is in the early stages of development.

p.4

further?

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

p.4

further?

 improve procedures for sharing information with parents to enable them to regularly contribute to their child's learning record  develop further the use of self-evaluation to assess what the setting offers as well as an evaluation of the areas for future development taking into account parents views  improve planning to reflect links to children's observations and next steps in learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

The childminder has attended relevant training and demonstrates a secure understanding of the signs of abuse and the procedures for reporting concerns, to ensure children are effectively safeguarded. In addition she regularly reviews the detailed risk assessments in place and uses safety equipment to further minimise risks to children. The childminder's well organised approach to maintaining records ensures the needs of the children are consistently met. She appropriately reflects on her practice giving some thought to the continuous development of her service. For example, she discusses practices with fellow childminders and parent's questionnaires are issued to obtain their views. She has addressed the recommendations raised at her previous inspection. Consequently improvements have been made to safety in the outdoor play area, the provision of furniture, equipment and children's health and hygiene routines, therefore supporting better

p.5

the early years provision

outcomes for children. However, more formal systems, for example the use of the Ofsted self-evaluation form are currently in the early stages.

p.5

the early years provision

Good relationships develop with parents and comments within the completed questionnaires outline how happy they are with the care their children receive referring to the setting as 'home from home'. Effective procedures ensure the regular exchange of information to approach children's care and learning with consistency. Parents contribute to the children's developmental files by providing information about their family, children's likes and dislikes and some developmental aspects on entry to the setting. The sharing of the many written policies including safeguarding and complaints, which parents sign against, make parents aware of the childminder's effective practice. The good level of parental consent regarding specific care and activities ensures parent's wishes are respected. In addition, a two way communication system is in place for younger children through the daily diaries, which documents their well-being and activities.

p.5

the early years provision

They review the children's learning and development through discussion and by sharing the children's individual development files. However, a system for parents to regularly contribute to the children's learning record is an area for future development. Some children currently attend additional settings with whom the childminder has established effective links to ensure consistency in their care and learning.

p.5

and outcomes for children

Children develop positive relationships with the childminder, as a result they are confident and secure in her care. The effective deployment of resources contributes to the welcoming environment enabling children to become active in their learning. The childminder positively interacts and becomes involved in children's play. She supports and guides them to challenge their learning and encourage them to have fun. They are responsive to the childminder's interaction, take part in discussion, which supports the ongoing development of their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 communication and language skills. Weekly plans are clearly documented to reflect a good balance of adult-led and child-initiated opportunities, although not always linked to the areas of learning. Children's developmental files contain regular observations, photographic evidence and a tracker sheet to monitor the positive

p.5

and outcomes for children

progress children make towards the early learning goals. Observations are generally linked to the areas of learning and reflect children's next steps in learning. However, clear links are not always made to reflect how children's next steps in learning are taken forward to inform the planning.

p.6

and outcomes for children

Children are involved in many worthwhile learning experiences, which support the development of their future skills. They attend local groups and take part in group activities to increase interaction with others and further develop their social skills. They show sustained interest in books which they can choose from independently and older children pretend to read to the babies, therefore contributing to the development of their early literacy skills. Children begin to understand the letters that make up their name and give meaning to the marks they make as they label their pictures with their name. Opportunities for children to learn about people's differences include access to a good range of play materials which promote positive images of diversity. In addition they celebrate different cultural festivals during the year. For example, all children collectively create a dragon by decorating paper plates for display during Chinese New Year. Children's

p.6

and outcomes for children

understanding of number is actively encouraged throughout various activities, as a result, children count spontaneously. For example, as they sit to eat snack they begin to count the number of items the 'Hungry Caterpillar' eats to ten, which are on display. Many opportunities support the development of children's physical skills and healthy lifestyles. These include regular walks to school, opportunities for babies to crawl freely and pull themselves to standing, trips to the local park and daily access to resources in the garden. Children use their imaginations well as they care for the dolls and make their dinner using the play food. They engage in conversation with the childminder using the police and fireman puppets; having fun as the childminder alters the tone of the voice. Children enjoy a good variety of creative opportunities, messy play as well as sensory experiences of the treasure baskets. Children are responsive as they access the interactive resources, press

p.6

and outcomes for children

buttons to create flashing lights and sounds, which support their early knowledge and understanding of technology. Children are encouraged to show care and concern for others as they taken part in local charity events such as the 'sponsored toddle'. Children develop their self-help skills well as they learn to put on and take off outdoor clothing and babies assist in feeding themselves at lunch time.

p.6

and outcomes for children

Children receive a healthy, balanced diet, which incorporates varied fresh fruits and appealing sandwiches cut into butterfly shapes. They have access to individual beakers for drinks to ensure they remain refreshed and hydrated. Children learn to stay safe through discussion and the regular emergency evacuation drills they practise. Children indicate they feel safe as they turn to the childminder for assistance, comfort and are happy to leave her side to play independently and explore the environment. In addition babies are happy to snuggle into the childminder as she bottle feeds them. The childminder works closely with parents to promote a consistent approach to the management of children's behaviour. She uses effective techniques, which includes regular praise of their achievements. As a result, children behave well, are polite, learn to play cooperatively and develop This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

and outcomes for children

their self-esteem and confidence. The consistent daily routine helps children to develop a good understanding of personal health and hygiene. For example, they regularly wash their hands before meals and use individual towels to reduce the risk of cross infection. 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 2 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