Childminder in Oxfordshire

Inspection report for early years provision

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Unique reference number 133377 Inspection date 21/03/2012 Inspector Tom Radcliffe

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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 1993. She lives with her husband, two adult children and two school-aged children in a small village near Abingdon. Children play on the ground floor of the childminder's house and rest or sleep in a bedroom upstairs. There is an enclosed rear garden 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 may care for a maximum of five children under the age of eight years at any one time; and of these, no more than three may be in the early years age group. The childminder works with an assistant at times in order to increase the number of children in the early years age group to five. She currently cares for a total of seven children; six of these are in the early years age range. She also provides care for three children over eight years of age before and after school. All children attend on a part-time basis. The family has a variety of large and small pets. The childminder walks to local schools to take and collect children and attends a local carer and toddler group.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The experienced childminder provides children with an interesting range of play opportunities, which engages them and supports their satisfactory progress. She meets children's needs appropriately, as she understands each child as an individual. Children are able to be independent and make choices and the childminder has a good understanding of how to safeguard them. An informal use of self-evaluation provides the childminder with a reasonable capacity to improve on what she already has in place. Overall, the childminder's use of assessment and planning are adequate. However, their inconsistent use results in children's ongoing learning needs not being met fully.

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further?

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

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further?

 develop the use of more regular observations and assessments of each child's achievements and progress  use these observations to identify learning priorities and plan for each child's future learning needs as they progress towards early learning goals. 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 uses written policies and procedures to inform parents about the service that she provides. She manages the setting both safely and efficiently. The childminder understands some working practices well. As a result, for example, she is aware of how to safeguard children and knows how to deal with any concerns about children's welfare. The childminder encourages children to explore and decide what they want to do, particularly when outside. She makes sure that children are able to do this safely. Her supervision gives children space to make these decisions and risk-assessments minimise potential hazards. This impacts on children's enjoyment as they explore and develop their confidence. The childminder's use of hygienic routines and management of accidents and illness promotes children's well-being and good health soundly.

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the early years provision

The childminder uses children as a source of information to inform her about how well she is doing. She also gains feedback from parents and is always willing to modify what she does if it is in children's interests. She has taken part in a range of training in order to update her skills and competencies. She can also set some targets for improvement and is very keen to enhance outcomes for children. There has been steady progress made since the last inspection. Some of this has been good, for example, her management of children's behaviour and their all round supervision. The childminder has a positive relationship with parents with regular exchanges of information and daily communication. The childminder also uses informal partnerships to support children's ongoing learning and development.

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the early years provision

Children explore and play in spaces, which usually motivate and interest them. The childminder provides children with sufficient resources that support their all round development. She expects children of all ages to direct their own play but she is always available to offer help and guidance. This gives children the chance to build on important skills as well as enjoy the freedom to learn through play. The childminder provides children with an inclusive play environment. She treats all children as individuals each with the capacity to build on what they can already do. Her support of children who learn English as an additional language is sound. All children are able to take part in activities and use resources that enable them to appreciate their diverse world in an age-appropriate way.

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and outcomes for children

Children make some progress as they take part in a range of child-led play activity. The childminder takes time to get to know each child and so appreciate their interests and starting points. She makes some use of observations to understand what children learn and how they interact with other children. She uses this information to plan a range of play opportunities, which she considers will allow them to develop and learn appropriately. Her starting point for ongoing learning is generally what interests children and as a result, she plans flexibly to respond to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 changing needs. This creates a happy learning environment as children always like what they do. However, the childminder's use of both assessment and planning is not effective enough. She does not fully understand the progress made by each child in all areas of learning and development. In addition, she does not plan well

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and outcomes for children

enough to be sure that children's learning is as good as it could be.

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and outcomes for children

Children are active as they play both indoors and outdoors. While inside children, use resources like puzzles and musical instruments. They also use a range of small toys and role-play equipment, which allow them to develop their imaginations and reflect their world. Children play together as they create complex scenes involving shopping, cooking and looking after the baby. During their play, the children talk to each other on mobile telephones as one has forgotten to buy something from the supermarket. Children meet number and value as they play and use special games and equipment. They also enjoy sharing books with the childminder and will listen for long periods of time on these occasions. The childminder develops the children's spoken language as she asks questions and encourages them to express their ideas and thoughts. Children come alive as they use the childminder's extensive outdoor play space. They invent their own games as they load a tractor,

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and outcomes for children

move soil in a bucket and go on adventures to other countries. Children play independently at these times but often include others as they ask for help in their imaginary worlds.

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and outcomes for children

The childminder satisfactorily promotes children's welfare. Children have many opportunities to learn about their own safety and that of others. They are safeguarded and generally show the ability to play with others. Children often include each other and can generally share resources. The childminder reminds children about what is expected of them, this usually brings a positive response. Children are beginning to understand that harmonious play depends on their own attitudes and behaviour. Children are also starting to understand that all children may, in some way, be different to each other. This takes place naturally as children of different ages and from different backgrounds mix in the childminder's home. Children are beginning to be able to concentrate for longer periods and use skills that they have already acquired.

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and outcomes for children

The childminder satisfactorily promotes outcomes for children. Children enjoy being with the childminder and are happy to use their imaginations and play independently. They like to use all available play spaces and are particularly keen about being outside. Children feel secure in the childminder's home and show a good sense of belonging. They are able to keep themselves safe independently and enjoy a trusting relationship with the childminder. This promotes children's enjoyment and their self-esteem. Children are beginning to show an understanding about healthy lifestyles. They are able to follow personal hygiene routines, although sometimes they need prompting by the childminder. Children have some ability to respond to the expectations that are placed on them as young learners, most notably, that they will manage their own play. Overall, most children generally secure the skills they require in order to progress in their learning.

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and outcomes for children

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 3 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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