Childminder, Out-of school day care in Oxfordshire

Inspection report for early years provision

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Unique reference number EY436463 Inspection date 03/05/2012 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 2011. She lives with her husband and child in Wallingford, Oxfordshire. The ground floor of the home is used for childminding and there is an enclosed garden for outside play. The family has a cat. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She may care for five children under eight years at any one time, of these three may be in the early years age group. She is currently minding five children and of these two are in the early years age group. The childminder walks or drives to local schools to collect children. She attends local support groups and she is a member of an approved childminding network.

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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

The enthusiastic childminder works with a good understanding of children's individuality, which enables her to meet their needs well. Children are able to be independent, move freely and make choices about what they want to do. The childminder liaises effectively with parents, which supports the progress that most children make, though other partnerships are not yet as developed. A reflective approach and a thorough use of self-evaluation gives the childminder a good capacity to build on what she already has in place. Overall, the childminder uses resources and her knowledge of children's progress to support their all round development.

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further?

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

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further?

 provide more resources for outdoor play to promote children's literacy, such as writing materials  develop more effective partnerships with other providers to ensure progression and continuity of learning and care for all children.

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the early years provision

The childminder manages the child-friendly setting both safely and efficiently. She achieves this by using concise written policies and procedures, which all users are able to access. The childminder has a conscientious approach to her work and understands effective working practices well. She safeguards children consistently as she understands how to recognise concerns about their welfare and how to deal with them. The childminder stimulates children to explore and direct their own This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 play. She risk assesses all aspects of the play environment, which minimises potential hazards and helps children play safely. Children play actively both indoors and outdoors, which builds their confidence and learning. The childminder promotes children's good health and well-being effectively. Her daily routines are hygienic and she manages illness or minor injury well.

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the early years provision

The childminder enjoys the challenge of providing children with high standards of support and care. She uses self-evaluation to gain an accurate understanding of what she does well and what she may want to develop. She seeks feedback from parents and observes children diligently to inform her about her practice. Her flexible approach enables her to make changes, which she analyses with care to ensure that they have the impact that she wants. There has been steady progress made since registration. In addition, the childminder shares expertise and experience in a local network of childminders. She also attends training to update her skills and levels of professional expertise. The childminder has a very positive relationship with parents, which ensures that she meets children's needs. From the start, she gains information from parents that helps her to establish children's starting points. She then regularly shares details with them concerning their child's

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the early years provision

progress so they can be fully involved. The childminder understands the need to work in partnership with agencies or other settings children attend. However, these links are presently not used effectively, for example with other settings, to promote consistency in care and learning.

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the early years provision

Children play in well-organised accommodation, which they find interesting. The childminder uses the available space well including her garden. Children are able to use ample resources which are age-appropriate and which promote their all round learning. The childminder matches resources to learning intentions and stores them to promote children's independence and choice. Children like to use the garden for play but it lacks some resources, for example, writing materials. The childminder follows the lead and choices made by children. She involves herself in their imaginary play as she offers guidance and makes suggestions. Children enjoy these interactions and gain a greater understanding of things as a result. The setting is inclusive as the childminder treats each child as an individual capable of building on what they can already do. Children also take part in activities and use resources that enable them to appreciate their diverse world.

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and outcomes for children

Children make good progress as they take part in a range of purposeful learning opportunities, which are mainly child-led. The childminder has a good understanding of each child's starting points, interests and preferred learning styles. She observes children methodically and understands the progress that children make. She also uses what she knows about children to plan for their future learning. This helps to ensure that children face interesting and challenging activities, which supports their development well. The childminder has a good understanding of the Early Years Foundation Stage. She also fully understands that young learners learn best as they play and have first-hand experiences. She gives This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children time and space to work out things for themselves and allows their ideas to dictate what they do.

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and outcomes for children

Children are happy to make choices and use what is available to them. They make up stories with puppets, paint pictures and use modelling clay. While making cakes from clay children think about shapes, colour and textures. The childminder promotes children's language skills well as she asks questions and encourages children to talk about what they are doing. As the childminder and children play together, their ideas extend into other areas. Children make wheels for cars and use the clay to make ladybirds or other creatures. This prompts children to find pictures in books and talk about where certain animals live. Children use numbers with confidence in practical experiences and enjoy listening to music. They also show an interest in written language and develop early writing skills in role-play activities indoors. While planting seeds outside the childminder asks thought provoking questions, which children tackle with enthusiasm and understanding.

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and outcomes for children

The childminder promotes children's welfare consistently well. Children learn about their own safety and that of others, for example, when they are outside the childminder's home. The childminder safeguards children well and all children show good standards of cooperative behaviour. Children readily mix with others when on outings and with older children within the home. This helps young children to realise that all children are different in some way and they learn to respect this. The childminder has a natural and relaxed style with children, which promotes a calm but industrious learning environment. Children show the ability to be able to concentrate and develop skills that they have already acquired. In addition, children understand about the role that their own behaviour and attitudes have to harmonious play.

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and outcomes for children

The childminder promotes all outcomes for children consistently well. Children settle quickly and are happy to make decisions, use their imaginations and express their own opinions. They move freely, explore play opportunities and are enthusiastic as they play. Children have a trusting and secure bond with the childminder. This promotes open conversations and builds children's self-esteem. Children feel safe when with the childminder and show a sense of belonging. Children have a good understanding of healthy lifestyles and choices. They enjoy being active, talk about healthy eating and understand about the importance of personal hygiene. Children also respond well to the expectations that the childminder places on them as young learners. Children acquire age-appropriate skills and abilities as they play. This progress ensures that children are equipped with the skills that they need to secure future 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 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 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 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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