Childminder, Out-of school day care in Leicestershire

Inspection report for early years provision

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Unique reference number EY439344 Inspection date 19/06/2012 Inspector Jayne Rooke

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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 2011. She lives with her husband and two children aged nine and 13 years old in Ashby-de- la-Zouch in Leicestershire. The whole of the property is used for childminding. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has a cat.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom, no more than three may be in the early years age range and of whom, no more than one may be under one year. There are currently two children attending who are within the Early Years Foundation Stage, all of whom attend on a part-time basis. The childminder also offers care to children aged over five years to 11 years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She 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 valued as unique individuals and their individual needs are met very well, successfully promoting inclusion. They enjoy a broad range of play and learning experiences, which enhance their development and progress across most areas of learning. Most children are routinely encouraged to follow consistent hygiene routines, promoting their good health. The childminder builds strong and trusting relationships with parents and carers, supporting children's safe and inclusive care. She has established good links with local community networks and other childcare professionals, enhancing children's experiences outside of her home. She has a clear approach to self-evaluation, using a recognised system to identify what she does well and to plan further improvements to enhance her professional practice.

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further?

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

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further?

 extend the range of learning experiences offered to children, particularly the opportunities to develop children's problem solving and coordination skills  extend the opportunities for babies and young children to develop their awareness of good hygiene routines. 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 fully safeguarded because the childminder has an in-depth knowledge of all safeguarding procedures. She has a clear written policy in place, which contains detailed information to guide her practice and to advise parents of her roles and responsibilities towards their child's safe care. Risk assessments cover all aspects of the home and outings and written records contain sufficient detail to ensure that all children are protected from any identified or potential hazards. All of the required records and policies are fully in place, ensuring the safe and efficient management of the service provided.

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the early years provision

The childminder adopts a positive approach to equality and diversity, promoting a culture of inclusion and respect for people's differences, traditions and beliefs. She forms good relationships with parents, carers and other childcare and health professionals in order to support children with special educational needs and/or disabilities. She maintains strong relationships with each child's parent, offering sensitive advice, support and guidance at all times. She provides them with regular updates through daily discussion and written records, so that they are fully informed about all aspects of their child's daily care and progress. The childminder is developing good links with other childcare providers in preparation for children's transition to other settings and school.

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the early years provision

Effective self-evaluation methods take into account children's views to determine future plans. The childminder actively invites parents' comments through daily discussion and questionnaires, adapting her practice to accommodate any new ideas and suggestions. For example, she is focusing on shared home learning experiences to support children's continuing progress. She attends relevant training courses to keep her professional knowledge and expertise up to date. As a result, she holds a current first aid certificate and is knowledgeable about the revised early years programme.

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the early years provision

The childminder's home is well organised, providing a vibrant and attractive space for children to move around freely and safely, both indoors and outside. Children choose from a wide range of interesting toys and equipment, which are easily accessible and inviting, promoting their curiosity and interest.

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and outcomes for children

Children are enthusiastically engaged in a varied and stimulating range of play and learning activities, which they thoroughly enjoy. Most aspects of their learning are supported very well. Observation and assessment information is used very effectively to develop children's curiosity and enthusiasm to learn and explore. As a result, they make good progress towards the early learning goals. For example, young children settle quickly and they feel safe and reassured in the childminder's company. She responds promptly to their gestures and vocal communications This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 when they wish to play or are feeling tired. They play with age-appropriate toys which stimulate their sensory awareness and are introduced to a variety of tactile materials to enhance their investigative skills.

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and outcomes for children

Older children confidently make decisions about their own play and learning. They collect a variety of tools and equipment together in readiness to play in the sand. They persist at a chosen activity for extended periods of time, showing high levels of concentration and interest. They create 'tracks' and 'patterns' in the sand, developing an early awareness of how to form marks for writing and drawing. Children express feelings of pride, excitement and joy, enthusiastically demonstrating how to build a sand castle with a 'circle' on the top. They develop good communication skills, using descriptive words to explain how to 'fill' a bucket and how to 'tap it' and 'turn it' to get the sand castle out. The childminder uses her time effectively to interact in children's play, helping them to think of new ideas to support their learning. As a result, children quickly identify known shapes as they make a 'triangle' flag to place on top of their sand castle. They have some

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and outcomes for children

opportunities to try things out for themselves, such as colouring in their flag, but these activities sometimes lack challenge. This limits opportunities for children to continually practise their coordination and problem solving skills. However, children regularly use numbers for counting and sequencing in their play and recognise the difference in size as they build 'bigger' sandcastles.

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and outcomes for children

Children behave well and learn to take turns and share within small and large groups, developing positive relationships. They understand and follow established safety rules and are introduced to good hygiene routines at meal times. However, babies and young children are not always included in hand washing routines. This limits opportunities for them to develop their awareness of good hygiene practice through the daily routine. Children enjoy regular fresh air and exercise and are encouraged to eat a variety of fruit and drink plenty of water. This promotes their healthy growth and development. 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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