Childminder in Durham

Inspection report for early years provision

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Unique reference number EY435074 Inspection date 22/02/2012 Inspector Julia Common

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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 September 2011. She lives with her husband and two children aged eight and one year in Ferryhill. The family has a pet cat and rabbit. The whole of the ground floor of the childminder's home is used for childminding. There is a secure garden for outdoor play. The childminder cares for children on weekdays from 8am to 6pm for 49 weeks of the year.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than two may be in the early years age range. She is currently minding one child in this age group. She also offers care to children aged over five years to 11 years and is currently minding one child in this age group. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The childminder collects children from the local school and attends toddler groups on a regular basis. The childminder is qualified to level 3 in early years, has completed a relevant childminding training course and holds a current first aid certificate.

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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

Children enjoy their time in the setting and are cared for in a secure, homely environment by an experienced, caring childminder who recognises the uniqueness of each child. Overall, effective systems are in place to ensure children are safe both inside and outside of the setting and that their welfare is safeguarded. Effective partnerships between providers and parents help to meet the children's needs and partnerships with other agencies are strong. The childminder provides a range of experiences that contribute to individual children making suitable progress in their learning and development. The childminder is working to fully implement the Early Years Foundation Stage framework, and assessment and observation methods are being developed. Reasonable steps are being made to improve the provision and show a commitment to continual improvement.

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further?

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

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further?

 carry out regular evacuation drills and record details in a fire log book of any problems encountered and how they were resolved  develop systems to show how children's starting points and progress are identified. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are safeguarded and protected well in the setting because the childminder implements effective policies and has a good understanding of procedures to follow if she has concerns over a child in her care. However, the childminder does not carry out regular practice evacuation drills in order to identify and resolve any problems and to familiarise the children with the procedure. Checks are in place to ensure appropriate adults have access to the children. Risk assessments are in place and ensure children's safety both inside and outside of the premises is good. Daily safety checks maintain a safe environment for adults and children. A comprehensive range of policies and procedures are in place, shared with parents and carers and adequately implemented.

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the early years provision

As a new provision emphasis has been on creating and implementing new policies and procedures and creating new structures to support the children's care, learning and development. Through regular network and support meetings with other childminders and the local authority childminding development worker and by completing the self-evaluation, the childminder has identified areas for improvement and is making plans to address these.

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the early years provision

The childminder knows the children in her care very well and has a grasp of the observation and assessing process. She is developing her knowledge about the Early Years Foundation Stage and the process of identifying and recording next steps in learning and development is an area to develop to provide the best possible learning opportunities for children.

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the early years provision

The environment is organised and accessible. Children confidently access resources and equipment, and are confident to ask for items too large to store in the playroom, for example, the play tent.

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the early years provision

Parents and carers say their children feel safe, happy and secure in the setting. They appreciate the 'home from home' feel, and are happy with daily updates and information the childminder provides. One parent says their child's home routine has become more settled and small muscle skills have improved during their time in the setting and they are happy their child's individual needs are met, for example, the children can choose to rest when they wish. Information is shared with parents using daily record books containing details of sleeps, meals and snacks and activities. The children's learning and development is also recorded in these books. Parents also receive verbal feedback at the end of each day, regarding their children's care, welfare and learning. Parents are provided with the full range of policies and procedures when their child takes up a place and also sign an agreement with the childminder. Parents are invited to look at and

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the early years provision

contribute to children's development records. Useful information about children, such as, medical and dietary needs is gained from parents and ensures that parents' wishes and children's individual needs are effectively met. The childminder plans to involve parents and children in future projects, for example, developing the outdoor area, to ensure they feel their views are valued. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder has very good links with the local schools and nursery and provide wraparound care and a drop off and collection service for children accessing their early education in the nearby nursery. The childminder requested a copy of the nursery's planning to ensure continuity for a child she cares for. Close to the childminders home is a 'hub' where health visitors and other professionals gather and can be accessed for support when necessary. There are also regular network

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the early years provision

and support meetings that the childminder attends.

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the early years provision

The setting is inclusive and welcomes all children. Children are happy, secure and valued, and given equal access to resources and activities.

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and outcomes for children

Children are happy and settled and display high levels of self-esteem and confidence in the setting. The childminder provides a safe, caring environment and has developed trusting relationships with the children who happily seek her out for comfort or support. The childminder promotes independence and encourages children to try things themselves, for example, when putting on dressing-up clothes, before offering support.

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and outcomes for children

Children access and enjoy a broad range of activities, such as, stories, mark making, small world, and role play which offer opportunities to develop skills, such as, problem solving and essential living skills. There are some opportunities for children to play with information and communication technology equipment, however, these are not fully developed and the childminder has clear plans to improve this area to help children further develop their skills for the future. During role play a child enjoys setting up 'home' in a play tent with her babies and a telephone. The childminder uses the opportunity to talk to the child about when she was a baby, and also to link play to the child's home and family. This play develops into a princess ball when the princess dress, tiara, shoes and gloves are put on. The childminder provides music for the ball and the child enjoys dancing to this. Whilst doing a jigsaw puzzle together the childminder talks about shapes and

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and outcomes for children

colours. The childminder asks lots of open-ended questions encouraging a child to think and problem solve. When a child plays with the cars the childminder asks if she thinks the car would go faster on the kitchen floor - the child thinks it will and tries it to confirm it. When a child decides to build a house the childminder asks 'what do we need to build a house?' The child replies 'nails and a hammer'. The childminder encourages children to play games together to promote sharing, and encourages the older ones to help the younger children. The childminder gives lots of praise and encouragement and creates an environment where children feel safe to learn and play.

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and outcomes for children

Children's safety and well-being is satisfactory. A fireguard protects the children in the playroom, and there is adequate fire safety and first aid equipment. Children have good opportunities to learn healthy practices. Healthy meals, snacks and drinks are offered and children enjoy cooking activities which contributes to their knowledge of healthy lifestyles. The childminder provides opportunities for music This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and dance, and outdoor toys, such as, a trampoline and swing to keep children active and healthy. They also have regular walks in the local area and visit a nearby play park. Children follow routines well and are confident and independent. A child tidies up the playroom with no prompting from the adult, and confidently accesses the bathroom alone. The child knows not to close the door tight and remembers to wash hands after using the bathroom and before snacks, with

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and outcomes for children

Children make satisfactory progress during their time in the setting. However, although the childminder is able to assess and observe the children in her care and knows them very well, a system to assess starting points and progress is not in place to ensure any concerns or delays are promptly identified and referred appropriately. Planning has been improved since the setting opened and now reflects individual children's needs and interests. However, outdoor planning and children's next steps are not consistently implemented to ensure all children's individual next steps in learning are effectively identified and met.

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and outcomes for children

Children behave very well in the setting because the childminder gives clear explanations and sets appropriate boundaries. Children are treated with respect and the childminder is polite and listens to the children, which makes the children feel valued and boosts their self-esteem. Children are encouraged to consider and recognise potential risks and dangers as they gradually accept responsibility for their own safety. For example, a child being a little boisterous in the playroom is reminded to calm down in case they fall into the fireguard and hurt themself.

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and outcomes for children

Children are developing a respect for themselves and others because the childminder provides some opportunities for them to learn about other cultures. For example, activities were carried out to learn about and celebrate Chinese New Year. Close relations with the school ensure a smooth transition for children and their families when the children transfer to nursery and reception class. 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 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 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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