Childminder in Gloucestershire

Inspection report for early years provision

p.1

Unique reference number EY435587 Inspection date 28/03/2012 Inspector Julie Neal

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 registered in 2011. She lives in the St. Andrews area of Bristol, sharing her home with four other adults and three children. The childminder uses all of her home to provide childcare, and there is an enclosed garden suitable for children's use.

p.4

Description of the childminding

The childminder is registered on the Early Years Register, and on the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of four children under eight years, no more than two of which may be in the early years age group at any one time. There are currently three children in the early years age range attending at different times. The childminder is not registered to provide overnight care.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

Children's individual needs are met. The childminder provides an inclusive environment where children enjoy a good variety of activities that promote their learning and development. Overall, safeguarding procedures are sound. However, the childminder has allowed children to have unsupervised contact with members of her household who are still awaiting suitability checks to be confirmed. This is a breach of a specific legal requirement. The childminder's good relationships with parents means that overall, information about children's individual needs is shared effectively. The childminder's self-evaluation systems are appropriate. These generally enable her to identify areas for improvement, although some documentary weaknesses had been overlooked. Overall, the childminder shows a satisfactory capacity for ongoing improvement in order to achieve and sustain positive outcomes for children.

p.4

further?

To meet the specific requirements of the EYFS, the registered person must:

p.4

further?

 ensure children do not have unsupervised contact with people whose suitability has not been checked (Suitable people) 27/04/2012

p.4

further?

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

p.4

further?

 improve the two way flow of information with parents by encouraging them This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to include more detailed information on children's registration documents to further support the childminder in meeting children's individual needs

p.4

the early years provision

The childminder demonstrates an appropriate understanding of the actions to take to safeguard children should she have concerns. Her written policies and procedures that support children's safeguarding and welfare are shared with parents. The childminder has contacted the regulator to inform of changes to members of her household in order that the appropriate checks can be made.. However, children have been allowed to have unsupervised contact with members of the household who are waiting for their checks to be confirmed. This is in breach of a specific legal requirement. The childminder conducts thorough risk assessments of her home, garden, outings, and equipment and resources used by children. These are reviewed to reflect the changing needs of children as they grow and develop. For example, removing stair gates to allow children who are becoming confident in managing their own personal care to be able to access the

p.5

the early years provision

upstairs bathroom independently. Overall, documentation that supports children's welfare is in place and maintained appropriately. For example, there is a process to record any accidents or incidents involving children and to document any medicines that may need to be given. However, there are some weaknesses in record keeping. For example, some children's registration records were not fully completed by parents, and occasionally permission forms have been completed but not signed.

p.5

the early years provision

Overall, the childminder's self-evaluations are appropriate. She focuses well on providing a stimulating environment for children. As a result, children enjoy a good balance of activities that equip them well with the skills they need to secure future learning. She develops good relationships with parents and, verbally, information about each child is shared well. The childminder has considered parents well when devising children's learning diaries. For instance, presenting these so they include lovely examples of children having fun enjoying a variety of activities, while still making effective links to the early learning goals. However the childminder's self- evaluations did not identify where there were weaknesses in record keeping. The childminder provides an inclusive environment where each child is valued and their individual needs supported. As a result, children are very much 'at home' in the

p.5

the early years provision

setting and they demonstrate high levels of emotional security and self-esteem. The childminder respects the cultures, traditions, and beliefs of the families for whom she provides childcare. She gains good information from parents to enable her to support children in sharing their family cultures with each other. This helps children to gain a meaningful awareness and understanding of the wider world and different lifestyles because they can relate these to their friends. Some children attend other settings that provide the Early Years Foundation Stage, for example preschools or nurseries. The childminder develops good relationships with these other providers. As a result, information about children's learning is shared well between settings. This helps to provide consistency when planning for individual children's progression. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

Children's welfare, learning and development is supported well overall. They make good progress towards the early learning goals, relative to their starting points. This is because the childminder uses observations of individual children well in planning for future learning. For example, children proudly announce they know all the letters in their name. They tell the childminder what these are, and in the correct order. The childminder identifies how she will progress this, such as, encouraging children to add their signature to cards that they make, and looking for objects that start with the familiar letter. Children's progress is regularly reviewed with parents who are encouraged to share their observations of children's achievements at home. The childminder encourages children to make links between different aspects of their lives. For example, a child has recently learned in which order the days of the week fall. The childminder extends this by talking to

p.6

and outcomes for children

the child about the things that they do as part of their weekly routine. The child confidently identifies the names of the days spent at preschool, with the childminder, and with parents. Everyday routines are used well to promote learning in all areas. For example, children enjoy looking after fish and helping to feed them. They help to clean the tank and learn about why there are plants in the water. They estimate how many bottles of water it will take to fill the tank and they count these. Walks in the local community are used well to encourage children to talk about what they see, leading to spontaneous activities. For instance, looking for objects of a particular colour, or counting how many times children they see a certain letter or number before arriving home. Children are confident communicators who benefit from the childminder's good use of discussion to encourage them to express their thoughts and ideas. For example, at

p.6

and outcomes for children

lunch time, children talk about some plates feeling different to others. The childminder talks to children about the differences between plastic and pottery plates. Children quickly identify that pottery plates can break if dropped and so should be carried very carefully.

p.6

and outcomes for children

Children are happy and content. Children are well behaved and they enjoy being helpful. For example, very young children help to clear the table after lunch, and all children eagerly volunteer to help fill the paddling pool. Children demonstrate their awareness of health and safety as they play. For example, children understand that they need to have sun cream applied before enjoying the paddling pool so 'you don't get sunburn'. They enjoy regular visits to the city farm and understand the importance of washing hands after touching animals. Children identify that a chair outside is 'wonky' because it is not on an even piece of ground, and so is not safe. They move it and check the legs are all firmly on the ground before sitting on it. Children enjoy a good variety of activities that provide regular exercise and encourage physical co-ordination and control. For instance, children enjoy visits to the allotment where they can dig and plant, learning to use

p.6

and outcomes for children

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

p.6

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 3 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 3 The extent to which children adopt healthy lifestyles 3 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