Childminder in Derbyshire

Inspection report for early years provision

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Unique reference number EY349675 Inspection date 26/03/2012 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 2007. She lives with her partner and one child aged six years old in the town of Ripley in Derbyshire. The whole ground floor of the childminder's home is used for childminding purposes and there is an enclosed 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 five children under eight years, of these, three may be in the early years age group and of these, one may be under one year at any one time. When minding with an assistant she may care for nine children under eight years, of these, six may be in the early years age group and of these, two may be under one year old at any one time. She is currently minding 23 children on a part-time basis, of whom eight 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 attends 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

Children are happy and secure in the childminder's care as they experience a wide range of activities, enabling them to make good progress in their learning and development. She offers children a welcoming homely environment in which they feel extremely safe and secure. The childminder works highly effectively with parents to ensure that all children are included and they are provided with a continuous learning experience. Good relationships in the main have been formed with other professionals to provide continuity of care for the children. She is fully committed to reflecting upon her practice and has an understanding of how to use self-evaluation to show her continuous improvement.

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further?

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

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further?

 enhance the existing relationships with other practitioners to provide effective procedures to ensure continuity and coherence of learning for children who attend more than one setting.

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the early years provision

Children are exceptionally well safeguarded because the childminder has an excellent understanding of child protection issues. She is fully aware of her responsibilities with regard to supervising the children in her care and ensures This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 outstanding vetting procedures are in place. Children's safety is promoted very effectively, as robust systems keep them safe, including meticulous risk assessments. The assessments include a daily check of the environment, outings and activities that the children participate in. These are very consistently recorded and have review dates identified.

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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. Children access resources easily and all toys and equipment are developmentally appropriate. Children's learning is well supported as effective interaction in a natural and sensitive way by the childminder results in them exploring play and learning 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 to improve outcomes for children. She has completed the required childminding and first aid courses.

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the early years provision

Strong links have been made with services and providers used by the minded children. The childminder passes on information to the local pre-school at the time when children transfer there. For example, she summarises the children's achievements and their personalities. However, there is no procedure in place to regularly pass on information to promote continuity for the children's learning and development. She takes and collects children from the local school and pre-school and ensures that relevant information is relayed back to parents. She liaises with other childcare professionals to help develop her knowledge and understanding in childcare. The childminder understands the benefits of developing partnerships with other providers involved in children's care.

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the early years provision

Partnerships with parents are highly motivated, as the childminder values their contributions and keeps them very well informed about all aspects of their child's development and achievements. Parents receive superb information at the onset of a placement and during introductory visits, the childminder uses both discussion with parents and observations to help her assess children's starting points. She shares information with parents on a daily basis, both verbally and in children's daily diaries. Children's learning journey records are shared with parents and these include children's work, photographs, observations and parents' comments. Relevant information for parents is displayed on the parent's notice board and regular newsletters help them to have a rich two-way partnership.

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and outcomes for children

Children enjoy and achieve during their time with the childminder. They play confidently and have plenty of opportunities to develop their communication and social skills. Talking and listening is clearly recognised as being very important and is reinforced by the childminder throughout the day. She and her assistant hold purposeful conversations with children to enhance their learning. For example, the children are enjoying their snack of apple, pear and milk and they talk about fruit being healthy. Children have good relationships with the childminder, they take This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 part in playing games, laughing as they play with the cars and trains. These activities also reinforce good expectations of the need to share and take turns. Children's behaviour is exceptionally good and their positive self-esteem is maintained as the childminder creates a friendly, calm and relaxed atmosphere.

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and outcomes for children

She provides well for equality of opportunity and anti-discriminatory practice to enable children to learn and develop respect for themselves and each other. Children are encouraged to make choices in play, keeping them active and interested. This ensures that children make good progress towards the early learning goals, in relation to their starting points.

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and outcomes for children

Children begin to explore their creative skills and practise with tools to support future writing skills when taking part in the play dough activities. For example, they independently select tools, such as cutters and scissors to make butterflies. During these activities, the childminder also fosters children's interest in number, colour and encourages investigation. This aids children to think critically and be active, creative learners. The childminder observes children well and knows their capabilities, she provides stimulating activities that she knows they enjoy. Her flexible planning develops through the interests and play preferences of children. This ensures that the children benefit from a good balance of child-initiated and adult-led activities, which sustain their interest well.

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and outcomes for children

The childminder has established methods to assess and plan for children's next steps. She also matches the observations to the expectations of the early learning goals, through the activities the children access. As a result, the children build as many skills for the future as they are capable of. Children are fascinated by how things work, they repeat a range of actions, such as building sand castles and knocking them down. They post different shapes into the shape sorter toy, showing great delight at the result. Books are readily accessible to children and they are keen to select their favourite stories for shared reading. Children confidently turn pages and lift flaps as they point to pictures and vocalise different sounds, words and numbers. This helps children to understand that reading is fun and purposeful. Children compare weight and measurement when they are baking and practise counting during everyday play activities. The childminder reinforces

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and outcomes for children

these skills as she promotes the use of computer games and activities for older children.

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and outcomes for children

A healthy environment is maintained through effective hygiene routines. The childminder works closely with parents to accommodate children's individual dietary needs. She provides healthy snacks that children enjoy and also water throughout the day to ensure that they are well hydrated. Children benefit from the fresh air, exercise and opportunities to develop physical skills provided through the regular outdoor activities. For example, the children have regular trips to the local park and use the garden daily. During activities, discussions and routines, children's learning about safe practices is significantly enhanced. For example, the children have opportunities to see the community police, fire fighters through visits into the community and learn about crossing roads carefully as they walk to and from school. Children learn about using scissors and tools correctly in their play. The childminder records these activities extremely well in vibrant books she has

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and outcomes for children

made with the children to show their experiences about safety. 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 1 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 1 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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