Childminder in Nottinghamshire

Inspection report for early years provision

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Unique reference number EY436888 Inspection date 27/04/2012 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 registered in 2011. She lives with her partner, in Blidworth near to Mansfield in Nottinghamshire. The whole of the downstairs of the childminder's home and two rooms and bathroom facilities upstairs are 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 is registered to care for a maximum of six children under eight at any one time. She is currently minding three children, who attend on a part-time basis and are in the early years age range. She works with her partner as an assistant on occasions.

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Description of the childminding

The childminder has the facility to provide overnight care for two children under eight years. She holds a level three early years childcare qualification and is a member of the National Childminding Association. She also attends a local toddler group and has a family pet rabbit.

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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 most areas of their learning and development. She offers children a welcoming home environment in which they feel safe and secure. The childminder works effectively well with parents to ensure all children are included and they are provided with a continuous learning experience. Good relationships have been formed with other professionals to provide continuity of care for the children. The childminder has started to monitor her practice, but she is not fully using self-evaluation to effectively inform future improvement to support the outcomes for children.

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further?

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

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further?

 develop activities to enable children to begin to learn skills for information communication and technology  develop self-evaluation to identify the setting's strengths and priorities for development that will improve the quality of provision for all children.

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the early years provision

Children are safeguarded because the childminder has a strong knowledge of child protection issues. She is aware of possible signs and indicators of abuse and the procedures to follow should she have any concerns. The childminder has good This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 systems in place to promote children's safety. The environment, both indoors and outside, is subject to detailed risk assessments. The risk assessments cover the home, the activities the children do and the outings they go on, therefore fully maintaining children's safety when playing. Regular fire drills are practised so that children learn how to keep themselves safe in an emergency.

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the early years provision

Effective use is made of space in the home to provide a wide range of different activities and experiences. Resources are easily accessible and the childminder ensures that all toys and equipment are developmentally appropriate for children in her care. She spends time with the children, interacting well and ensuring they are supported. As a result of this, the children are able to explore the resources and activities available to them. The childminder demonstrates a positive attitude to inclusion and offers a warm welcome to all children. The childminder has recently started to develop a formal system to monitor and evaluate the provision. However, she is not fully using the system to prioritise areas for improvement and therefore not fully effective in improving outcomes for children. She has a good commitment to improving her own knowledge and expertise. Her professional development is shown by the courses she has attended, which include for example

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the early years provision

'An Introduction to Safeguarding Children'. She as also renewed her first aid certificate.

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the early years provision

Strong relationships are established with parents and children. Relevant documentation is completed, which includes the required details. The childminder has developed written policies relating to her service, which she shares with parents keeping them informed of her responsibilities. The childminder communicates verbally with parents on a daily basis and completes daily diaries. This ensures parents are fully aware of the care provided and the activities their children have encountered during the time spent with the childminder. The childminder liaises well with other childcare professionals to help develop her knowledge and understanding in childcare. She understands the benefits of developing partnerships with other providers involved in children's care. She has made good partnerships since childminding with the local pre-school, to promote continuity of learning.

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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. The childminder sensitively repeats back words to support children's pronunciation skills, without placing any pressure on the child. She holds purposeful conversations with children to enhance their learning. For example, the children are enjoying their snack of banana and apple and childminder talks to the children about the fruit being healthy. Children have good relationships with the childminder, taking part in playing games, laughing as they play with the cars and trains making them move along. These This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 activities also reinforce good expectations of the need to share and take turns.

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and outcomes for children

Children's behaviour is good; their positive self-esteem is maintained as the childminder creates a friendly, calm and relaxed atmosphere. She provides well for equality of opportunity and promotes 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 children have the opportunity to make good progress, 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 craft activities, such as, independently selecting materials and painting pictures. During the activity, 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-led and adult-initiated activities that sustain their interest well. 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. However, there are

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and outcomes for children

few activities or opportunities for children to learn information communication technology skills. As a result, the children may not build as many skills for the future as they are capable of in this area. 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 practice counting during everyday play activities. They become skilful at matching and sorting by size, shape and colour as they make pasta necklaces and play with a variety of toys and puzzles.

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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, providing healthy snacks that the children enjoy and also providing water throughout the day to ensure children 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 and routines, children learn about safe practices, such as, crossing roads carefully or through discussions with the childminder about using scissors correctly. 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 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 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 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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