Childminder in Nottinghamshire

Inspection report for early years provision

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Unique reference number EY431872 Inspection date 04/01/2012 Inspector Janice Hughes

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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 2011. She lives with her partner and one child aged two years in Gamston, Nottinghamshire. The whole of the childminder's house is used for childminding, with toilet facilities being available on the first floor. There is a fully enclosed garden available for outside play.

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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 is registered to care for a maximum of five children under eight years at any one time, of whom two may be in the early years age range. She is currently minding three children on a part-time basis, of whom two are in the early years age range.

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Description of the childminding

The childminder walks to local schools and playgroups to take and collect children. She is a member of the National Childminding Association and has attended the local childminder group meetings.

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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 welcoming, homely and inclusive environment is provided in which all children are equally well cared for. A broad range of resources are in the main available for the children to use in most areas of learning. Children make good progress overall in their development and learning in relation to their starting points. All required policies and procedures are in place and generally reflect a safe and healthy practice at the home. The childminder works very well with parents and other professionals to ensure all children are included and to promote a continuous learning experience. She is fully committed to reflecting upon her practice and has an understanding of how to use self-evaluation to demonstrate her continuous improvement.

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further?

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

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further?

 provide more resources to enable the children to begin to know about their own culture and beliefs and those of other people  develop the existing risk assessments to include everything a child may come into contact with, for example, for water play activities.

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the early years provision

Children are safeguarded because the childminder has a strong knowledge of child protection issues. She is fully aware of her responsibilities with regard to supervising the children in her care and ensures effective vetting procedures are in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 place. The childminder has effective systems in place to promote children's safety for example, she has fitted a range of safety equipment including socket covers. The environment, both indoors and outside, is subject to risk assessments. The childminder checks the home daily for possible hazards, as well as for outings she takes the children on. However, the risk assessments do not yet cover all things that a child may come into contact with, for example water play or baking activities. Regular fire drills are practised so that children learn how to keep themselves safe in an emergency.

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the early years provision

Good use is made of space in the home to provide a wide range of different activities and experiences. Resources are easily accessible and the childminder ensures that all toys and equipment are developmentally appropriate for children in her care. She spends time with the children, interacting effectively in a natural and sensitive way and ensuring they are supported; as a result of this the children are able to explore the resources and activities available to them. The childminder demonstrates a positive attitude to inclusion and offers a warm welcome to all children. The childminder evaluates her provision. She shows a willingness to make continuous improvements, making use of self-evaluation as a tool to develop her service. Her professional development is shown by the books she reads; for example a book on creative play, which has helped her in identifying some creative ideas for the children. She has completed the required childminding and first aid

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the early years provision

Good relationships are established with parents. The childminder has developed some written policies relating to her service, which she shares with parents keeping them informed of her responsibilities. She communicates verbally with parents on a daily basis and, for young children, completes a written daily diary. This ensures parents are fully aware of the care provided and the activities their children have encountered during the time spent with the childminder. She takes and collects children from school and playgroup and ensures that relevant information is relayed back to parents. The childminder understands the benefit of developing partnerships with other providers involved in children's care. She maintains partnerships with all those involved in children's welfare and learning so that children receive consistent and complementary care. For example, the childminder has made links with local schools and pre-schools over many years.

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the early years provision

She effectively liaises with the staff about children's learning and development and this information is passed onto children's parents.

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and outcomes for children

The childminder creates a warm welcoming environment and helps each child to feel settled and included. The children enjoy the time they spend in her care and make good progress in their development and learning. They are confident to access the wide range of resources available to initiate their own play and follow their own interest. This helps children to become independent and active learners. The childminder has a good understanding of each child's stage of development which enables her to support their learning successfully. She knows what children can do, their likes and dislikes and their particular interests. She uses this This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 knowledge well to plan an interesting and varied range of activities to promote all areas of learning. For example, she provides a broad selection of art materials for painting activities; this enables the children to express feelings, experiences and

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and outcomes for children

thoughts. During the activity the childminder fosters and encourages investigation, creativity and imagination, as the children create their own pictures. This supports children's enjoyment of learning and helps them to achieve well in developing skills for the future.

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and outcomes for children

Children are increasing their awareness of diversity through the use of books, visits into the community and discussion. However, other types of resources to promote diversity for the children to independently play with are limited. Children develop a purposeful understanding of appropriate behaviour because the childminder provides consistent boundaries, gentle reminders, praise and encouragement. Children's thinking, listening and language development is well supported. The childminder makes continual good use of constructive questions to promote and stimulate children's thinking and learning which extends children interest in their play. For example, children listen to the childminder as she reads a story about 'Fire Fighters'. The children are attentive and repeat the story sequence well. After the story they independently play being fire fighters and use the fire engine, making sounds and holding conversations. For example, 'Let's put the fire out'. The

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and outcomes for children

childminder extends and engages in this pretend play by alerting the children's attention to the possibility of what might happen if the Christmas tree is on fire. The children enthusiastically continue with their play and hurry to put the burning tree out, using siren noises and holding fire hoses. Children play cooperatively and are creative and active learners.

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and outcomes for children

Children are developing effective principles of healthy lifestyles. Daily routines are in place to foster children's awareness of the need for personal hygiene. Children's health and dietary needs are met well. They are able to access a drink independently and they have regular snacks that are adapted to suit their individual dietary requirements and preferences and include fresh fruit and vegetables. Children enjoy regular fresh air and become active indoors and out on a daily basis. For example, they enjoy climbing and balancing on the equipment and have regular visits to the local park and walk daily to and from school.

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and outcomes for children

Children develop an understanding of mathematical concepts through daily routines and play. Their early problem solving skills are further encouraged through resources, such as shape sorters, numbers on the stairs and singing nursery rhymes. Children have opportunities to develop their technology as they play with electronic toys and games, for instance pop-up toys and remote control cars. These all provide valuable skills for future learning. 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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