Childminder in Devon

Inspection report for early years provision

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Unique reference number EY367933 Inspection date 15/03/2012 Inspector Julie Neal

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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 has been registered since 2008. She lives with her partner in the village of Stibb Cross, near Torrington. The childminder uses all of her home to provide childcare and there is an enclosed garden suitable for children's use. The childminder has a pet cat.

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Description of the childminding

The childminder is registered on the Early Years register and on the compulsory and voluntary parts of the Childcare Register. The childminder works with an assistant. When working alone, the childminder is registered to care for a maximum of six children under eight years at any one time, four of whom may be in the early years age group. When working with an assistant, the childminder may care for a maximum of ten children at any one time, of these, no more than six may be in the early years age group. There are currently six children in the early years age group attending at different times. The childminder is registered to provide overnight care for a maximum of two children under eight years of age. The childminder has an early years qualification at level 3. She is able to receive funding for free early education from the local authority.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children enjoy an inclusive environment where their individual needs are met extremely well. Children make excellent progress towards the early learning goals, relative to their starting points. This is because the childminder has developed very strong systems to monitor children's progress and to plan for future learning. Overall, partnerships with parents and others involved in supporting individual children are excellent. The childminder's self-evaluations are extremely good and enable her to make future plans that are very well focused on achieving high quality outcomes for children. As a result, the childminder demonstrates an excellent capacity for sustaining continuous improvement in order to maintain her extremely high standards.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 encouraging parents to contribute to their children's learning diaries to further support and extend children's individual learning and development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder demonstrates an excellent understanding of the requirements of the Early Years Foundation Stage and implements these confidently. This results in extremely good systems that help to safeguard children and protect them from harm. The childminder and her assistant demonstrate a thorough understanding of local procedures for reporting any safeguarding concerns. They keep their knowledge up to date through training. The childminder provides parents with safeguarding policies and all other procedures that support children's welfare. Therefore, they are comprehensively informed of the childminder's responsibility to safeguard children and of the actions she takes to help protect children. Risk assessments and daily routines that help to keep children safe and secure are excellent. The childminder involves children in helping to complete safety checks, which helps to raise their awareness of possible risks. For example, children help

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the early years provision

to carry out the weekly checks of smoke alarms. They help the childminder conduct a simple risk assessment of the garden before going outside to play. All documentation that supports children's safety and wellbeing is very well maintained. It is reviewed regularly to make sure routines and procedures continue to support the changing needs of children.

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the early years provision

The childminder's self-evaluations are extremely good. She reflects most effectively on all areas of her practice, identifying what she does well and where there is scope for improvement. For example, the childminder has comprehensively reviewed systems for monitoring children's progress towards the early learning goals. As a result, these provide excellent evidence of how each child makes progress and how new skills developed by children are based on prior learning. Parents are actively encouraged to provide feedback about the setting, which the childminder includes in her self-evaluations. The childminder uses her extremely good observations and discussions with children when evaluating the effectiveness of the learning provision. For example, following observations of how babies and very young children use and access resources, she made changes to how she presents toys and equipment. As a result, these are more interesting for children

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the early years provision

The childminder values individual children highly and focuses most effectively on promoting equality and diversity. She makes very good use of training opportunities to develop her skills for inclusion in order to support individual children's needs. For instance, to prepare her for meeting the needs of children who have special educational needs and/or disabilities. The childminder develops excellent relationships with parents. She is extremely well-informed about each child's individual needs and how these change as children grow and develop. Some children attend other providers of the Early Years Foundation Stage, such as pre- schools or nurseries. The childminder establishes extremely good relationships with these providers. As a result, information about children's learning is effectively shared between settings. This helps to provide consistency when planning for individual children's progression.

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the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children's welfare, learning and development are supported extremely well. Children make excellent progress towards the early learning goals, relative to their starting points. This is because the childminder uses her very good observations of children most effectively in planning for individual development. Children enjoy an excellent balance of activities that equip them very well with the skills they need to secure their future learning. Their learning plans identify recent key achievements and how these can be built on to promote each child's progress, and these are regularly reviewed with parents. Children's individual learning diaries are extremely well organised and provide parents with excellent examples of how their child learns through play. However, parents rarely make use of opportunities to contribute to children's learning records.

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and outcomes for children

Children are eager and enthusiastic learners. They confidently explore the extremely well organised learning environment and freely choose toys and equipment from the excellent range of resources available. Children are immensely confident communicators who benefit from the childminder's excellent use of discussion to explore their thoughts and ideas. For example, children wish to make celebratory cards for members of their family. They talk eagerly about what they want to create and about the different materials that they need. Some children want to make flowers to put on their cards. The childminder encourages them to consider the different types of flowers that they know. She looks at books with children to help them identify their chosen flowers. Children have animated discussions about how they can make petals and use various textures of paper to create interesting effects. For instance, by layering different coloured tissue paper

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and outcomes for children

they create deeper colours and a three-dimensional effect. Children immensely enjoy reading stories with the childminder and happily snuggle up with her to look at favourite books together. The childminder uses these times very well to encourage children to link parts of the story to aspects of their daily lives. For example, following a story about a farm, there are lively discussions about the local farming community. Children talk about how sheepdogs work hard to keep the sheep safe for the farmer, and about tractors and how one make can be distinguished from another. Children use their problem solving skills confidently as they play. For example, children playing in the garden use trucks and diggers to transport soil to containers. They estimate how many journeys it will take to fill the pots and identify that diggers with big scoops will get the job done more quickly.

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and outcomes for children

Children are extremely happy and confident, demonstrating high levels of self- esteem. They take pride in their achievements, and benefit from the childminder's very good understanding of when it is appropriate to stand back and allow children to be independent. For example, children who have recently learned to manage their own personal care firmly state that they do not need her to come to the bathroom with them. Children of all ages successfully learn about the importance of personal hygiene. For example, after having their nappies changed, toddlers need no prompting to go with the childminder to wash their hands, developing good habits for the future. Children's behaviour is excellent. Older children show This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 care and concern for younger friends and include them in their games. For example, a child under two years of age is interested in older children's use of an

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and outcomes for children

electronic game and wants to join in. Children select a simpler version of the game and patiently show their young friend how to push buttons to match objects and play tunes. The different age groups enjoy themselves immensely. Children's safety awareness is extremely good. They have an excellent understanding of what to do if there is a fire. They take part in, and help evaluate, frequent practices of the childminder's emergency evacuation procedures. As a result, children can clearly state what they must do to remain safe if they hear the alarm. Children demonstrate their safety awareness as they play. For example, while playing outside, they decide to ride cars and bikes backwards. Children take account of a small slope in part of the garden and identify that it is not safe to go backwards down this 'because you go faster and can't see where you go'. 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 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 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 1

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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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