Childminder in Hampshire

Inspection report for early years provision

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Unique reference number EY433336 Inspection date 06/03/2012 Inspector Christine Clint

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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 2011. She lives with her husband and four children in Fleet, in Hampshire. Both floors in the childminder's home are used for childcare. There are two dedicated rooms for play and sleeping on the ground floor, as well as a purpose built kitchen and an entrance area for parents. Children also sleep on the first floor. Access to the property is at street level and there is a large enclosed garden available, and local amenities are nearby. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of five children under eight years at any one time, three of whom may be in the early years age range. When working with another childminder on these premises they may care for a maximum of 11 children, and six children may be in the early years age range. The childminder is also registered to care for one child overnight. The childminder currently cares for

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Description of the childminding

five children who are all in the early years age range. When working with the co- childminder, there are nine children on roll 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 shows a dedicated and caring attitude to developing her childcare. She has organised and included many thoughtful systems since her registration. These benefit the children and fully meet their needs. The childminder shows a strong ability to focus on continually improving the provision. She has a thorough understanding of the regulations and is committed to working in partnership with her co-childminder. The childminder is competently promoting children's learning and development. She has established close and effective relationships with parents, who share in children's ongoing progress. The childminder has started to include systems of evaluation to assess the provision.

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further?

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

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further?

 use the views of parents and carers to further develop the evaluation of the provision.

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the early years provision

The childminder has very efficiently included and robustly followed safeguarding procedures. She provides dedicated supervision for toddlers and younger children at all times. She has included all required policies and procedures to promote safeguarding; these are emailed to parents in advance of children attending. She is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 well qualified and has a high level of knowledge and experience in child protection. The family home has been exceptionally well prepared for childcare, with ample space and safety equipment available. Clear risk assessment processes are followed every day and these are shared with parents. This encourages and promotes an understanding of safety and security for all children attending.

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the early years provision

The childminder shows motivation in promoting and highly valuing diversity. She recognises that the children take great interest in seeing pictures of their recent holidays and the relatives they have visited in other countries. The childminder is substantially aware that this increases their sense of belonging. Children's names are displayed in some of the children's home languages and the childminder is also learning key words in these languages. This extends children's dual language communication skills. The childminder provides a wide range of resources to reflect differences, including newly sourced books. She has specifically developed her knowledge and understanding of other cultures through her close liaison with parents.

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the early years provision

Children have access to an extensive range of resources throughout the playroom and well-stocked cupboards. The childminder provides ample space and freedom of movement for children. She has organised all the play equipment at a low level to enable toddlers to see and reach them. She has recently added safe, low mirrors in the playroom and on the wall outdoors. Children clearly benefit and thrive; they make strong progress in their learning because of the environment and the strong support the childminder provides.

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the early years provision

The childminder has completed a self-evaluation of her provision and she has competently assessed all areas. She has also included clear plans for improvements; although she has not fully developed the parent questionnaires to link with her current evaluation.

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the early years provision

The childminder has established highly positive relationships with parents. She ensures that parents can follow their own routines for settling children and she willingly includes children's individual daily routines. Parents are welcomed and there are notices displayed for information and local interest. Parents use the daily diaries to share messages and learn about children's progress. The childminder has included clear information for parents to encourage them to participate in children's records of learning, and they are beginning to become involved.

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the early years provision

The childminder has developed a very successful partnership with her co- childminder and this consistently enhances the opportunities for children's learning and development. She currently has no children on roll who attend other settings or need support from other agencies. However, the childminder is aware of the need to work in partnership with other settings if the need arises. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children make strong progress in their learning and development because the childminder is intuitive and swiftly recognises their preferences and their increasing levels of understanding. She clearly gains information from parents about children's levels of capability. Toddlers have ample space, variety of activities and constant attention. They move freely and find items of interest, carrying mobile phones and pretending to talk, or using the kettle and the toaster in the play kitchen. They show great interest in technology and watch the childminder changing the compact disc; they try to reach the buttons, showing clearly that they understand the process. Children recognise and respond to music and the childminder sings to them spontaneously because she knows their favourite songs and rhymes. Children instantly recognise and respond to songs in their home language.

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and outcomes for children

Toddlers show a strong sense of security and safety because the childminder encourages parents to settle them well. Children see and understand the developing relationships with their family members and this increases their confidence in the childminder. They have a strong awareness of their own responsibility; they find their boots and try to put these on; balancing and managing well. Children are very keen to play outside; they relish opportunities to be independent and learn skills of walking safely on different surfaces, negotiating steps and getting on and off the wheeled toys. Children gain a sense of momentum from pushing walkers and learning to propel themselves safely on wheeled toys. They delight in seeing and responding to their reflection in the low mirror. They increase their co-ordination by using different containers to scoop and pour the water, watching the water wheel turn.

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and outcomes for children

Children have meals cooked from fresh produce and healthy ingredients; a displayed weekly menu board informs parents. Their snacks are also healthy and always include fruit. Toddlers relish the small pieces of malt bread and prepared fruit. They learn to clean their hands very thoroughly before meals, especially when they have been playing outside. They practise using the wipes to clean the trays on the high chairs. The childminder follows efficient and well-organised procedures for nappy changing and provides individual bedding for sleeping children. Children are cared for in a very clean and well-maintained environment. They are physical and very active during indoor and outdoor play. They receive close affection and nurture from the childminder when they show signs of tiredness and they are encouraged to slow down and rest, this increases their contentment and promotes their health.

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and outcomes for children

Toddlers learn about positive behaviour from a very young age. They show high levels of confidence and assertiveness at times. They are encouraged to wait for short times when the childminder is busy with another child; this develops their tolerance and respect for others. They learn what will happen next because the childminder explains and shows patience and understanding; she is an excellent role model. They share the outdoor water trough and the play resources, taking turns to ride on the wheeled toys. They share the tray of rice and pasta together, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 using trucks to make tracks or play with dinosaurs. Children are active, curious and inquisitive learners. They draw and use chalks to make marks, and are keen to look at picture books and listen to stories. They fit shapes together and enjoy handling items in the treasure basket. They are developing early fundamental skills

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and outcomes for children

for the future. 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 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 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 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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