Childminder in Nottinghamshire

Inspection report for early years provision

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Unique reference number EY428782 Inspection date 27/04/2012 Inspector Bernadette Cooley

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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 October 2011. She lives in a residential area of Mansfield in Nottinghamshire with her partner and two children aged eight and three years. The ground floor of the home is used for childminding purposes. The children do not access the first floor of the home except to use the bathroom and there is a secure garden for outdoor play. Schools, parks and shops are within walking distance of the premises.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register to care for a maximum of five children at any one time, of whom two may be in the early years age range. There is currently one child on roll in the early years age range.

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Description of the childminding

The childminder provides a service from Monday to Friday for 48 weeks of the year and is a member of the National Childminding Association.

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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 settled and enjoy their learning because this newly registered childminder provides a welcoming and inclusive setting for all. Generally, the range of resources available covers most areas of learning to encourage children to learn through play. The childminder engages well with children to promote their learning and plans activities based on individual observations. As a result, each child's individual welfare and learning needs are well met. This means that overall children make strong progress in all areas of learning and development. Overall, the childminder is committed to delivering a high quality service and she has identified some areas for development which demonstrates a strong capacity to improve.

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further?

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

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further?

 develop the range of resources available across the areas of learning, with particular reference to promoting equality and diversity  develop the use of self-evaluation to identify strengths and areas for development which will further improve outcomes for children.

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the early years provision

The childminder has a good understanding of her duties and responsibilities for safeguarding children. She knows and understands the procedures to follow if she has concerns about a child in her care. She has undertaken appropriate This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 safeguarding training, and all adults in the setting are suitably vetted. Risk assessments are in place and cover the inside and outside areas, as well as any outings. Robust documentation and detailed record keeping promote the safety and welfare of the children and ensure the efficient management of the provision. As a result, children are able to move freely and safely around the organised play areas. The childminder forms good relationships with the children in her care, and strong attachments are evident, which help children feel safe and secure.

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the early years provision

Play space and resources are arranged to meet the children's needs. They can make choices about their play which helps to foster independence skills and positive attitudes to learning. Children are valued for their uniqueness, and the childminder makes careful observations to ensure individual needs are catered for. Equality and diversity are well promoted through her practice and positive attitudes, however, a range of resources to reflect the diverse world are not yet in place.

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the early years provision

The childminder is a well-organised practitioner, who is clearly focused on providing a high quality service. This is shown by the systems she has set up, for example for observations. Although self-evaluation procedures are not yet fully in place, the childminder has started to reflect on her provision. She has identified some areas for development to further enhance the outcomes for children.

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the early years provision

The childminder ensures that information is exchanged with parents at the start of a placement. This helps to ensure the efficient and safe management of the service. The childminder ensures she knows children's likes and dislikes through discussion with parents and through the All-about-me forms. This helps children settle well at the start of a placement. Wider partnerships have been established with the school and other childminders.

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and outcomes for children

Children enjoy their time with the childminder. She is relaxed and playful with the children, encouraging them to be polite and friendly. Her practice is appropriately inclusive. The childminder's interaction with young children is gentle, patient and consistent. She fully engages with them in their play, providing encouragement and positive praise. Children are familiar with the routine, and they have opportunities to develop their independence. Consequently, they become confident and gain self-esteem as they practise decision making.

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and outcomes for children

The childminder spends dedicated time playing with children and interacting to take their learning forward. She talks with the children as they play, asking open- ended questions and making suggestions to encourage their communication and thinking skills. Children begin to develop skills for the future because they have routine contact with good quality books and role play equipment. Opportunities for counting arise from children's play and planned activities. For example, the childminder helps children to count the line of magnetic cars they have joined together. Their hand control develops as they use tools to make marks and make patterns with malleable materials. The childminder sensitively engages with them, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 drawing attention to colours and shapes, and offering positive praise. As children match puzzle pieces, the childminder encourages them to look carefully at the

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and outcomes for children

pictures and the shape of the pieces. This helps children develop their observation and critical thinking skills. There are a range of toys which require action by the child to make them work, such as by pushing a button. This helps them develop early skills linked to information and communication technology.

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and outcomes for children

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. Starting points and learning priorities are identified through detailed observations. Focused activities are appropriately planned to meet children's next steps in learning. This means that the individual needs of children are effectively met. As a result, outcomes for children are well supported and good progress is made towards the early learning goals.

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and outcomes for children

Children's health and welfare is well promoted through the routines the childminder has established. Comprehensive policies underpin her practice. The childminder encourages children to have a healthy attitude towards food by providing balanced and nutritious meals and snacks, and ensuring that all children have access to drinks. She talks positively with children about what foods are good for them and gently encourages them to taste and try. The garden area is safe and secure. There are opportunities for children to develop their physical skills through climbing, playing with balls and a variety of wheeled toys.

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and outcomes for children

Children are positively supported by this childminder. She encourages them, develops their self-esteem, and promotes good levels of appropriate behaviour. Her behaviour management policy is followed by encouraging the children to use good manners, share and take turns as they play. The childminder uses clear instructions and gentle reminders, which help children to learn about handling resources and positive behaviour. She is calm and consistent in her approach and takes time to talk through the reasons behind rules. This active support means that children are able to develop their understanding of what is expected of them. Outcomes for children are good because they are developing a sense of respect for themselves, a positive attitude to others, and an understanding of the world around them. 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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