Childminder in Stoke-on-Trent

Inspection report for early years provision

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Unique reference number EY436289 Inspection date 18/06/2012 Inspector Jennie Lenton

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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 their 15- month-old child in Meir, Stoke-On-Trent. The whole of the property is used for childminding. There is a fully enclosed garden to the rear of the home, available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. A maximum of five children under eight years may attend at any one time, of whom, no more than two may be in the early years age group and of whom, no more than one may be under one year. Currently, there are five children on roll, of whom, four are in the early years age range. Children attend on a full- or part-time basis. The childminder has obtained a Foundation Degree in Early Childhood Studies.

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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 excited in the childminder's home as their learning and development is effectively promoted with a wide range of activities that stimulate and engages them. Their welfare is successfully promoted as the childminder works in partnership with parents to ensure that all individual needs are understood and met. She is, however, yet to involve parents in reviewing children's progress. All policies and procedures are in place and include most of the required detail. The childminder is aware of her own strengths and weaknesses and has identified and addressed a number of areas to promote continual development.

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further?

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

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further?

 develop ways to share children's progress with parents and include their views on children's achievements and next steps.

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the early years provision

Safeguarding is at the forefront of the childminder's practice. Daily checks are completed on the home and garden to ensure that hazards are reduced and children receive direct supervision at all times. This reduces the risk of accidental harm. The childminder also undertakes risk assessments prior to any outing and children wear special clothing, so that they can be easily identified away from the home environment. Additionally, the childminder teaches children how to keep themselves safe. She talks to them about staying together and models road safety. Fire evacuation drills are also regularly practised and even young children know This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 that they must stop, listen and walk out calmly if the alarm is raised. The childminder is aware of her role and responsibility in relation to safeguarding children from abuse and has accessed specialised training in this area. She is

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the early years provision

aware of the signs and symptoms that may indicate abuse and a clear written policy is in place to ensure prompt referral to relevant agencies, if required.

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the early years provision

The childminder is dedicated and enthusiastic about providing quality care. She has been on a range of training courses to build on her existing skills. The childminder is aware of her strengths and weaknesses and takes steps to address these. For instance, she has enrolled on a course to help her provide more activities in problem solving, reasoning and numeracy as she has identified that she is less confident in this area. The childminder also regularly reviews her policies and procedures to ensure that they are all compliant with current regulation. However, the lost child and uncollected child policies lack some detail. All resources are of excellent quality and the childminder organises her time efficiently, ensuring that she is able to provide constant support and attention to the children.

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the early years provision

Key information is collected from parents when children commence a placement. Consents are requested for children to undertake visits and for photographs to be taken. This ensures that children's care is in accordance with parental wishes. Parents and other carers are warmly welcomed into the home and positive relationships have been forged. Parents discuss their children with the childminder on a daily basis and are kept informed of any changes or concerns. For example, parents are informed of any accidents that occur and sign the accident record to confirm that they are aware of any treatment their child has received. The childminder is now looking at ways to further involve parents in their child's learning and development.

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the early years provision

Relevant information regarding any allergies or cultural requirements is collated and appropriately responded to. The childminder works with parents to include additional languages that are spoken at home and to ensure that any other individual requirement is catered for. Where children attend other settings, links are made with the child's key person at that establishment. The childminder works successfully with them to ensure continuity of care; this includes finding out about the topics covered at school and building on these in her setting.

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and outcomes for children

Children are active and engaged throughout their time with the childminder. They are constantly enthusiastic about the activities on offer as they are provided with a wide range of toys and resources that meet their learning and development needs. They have plenty of opportunities to engage in free play, selecting books, train sets, dolls and jigsaw puzzles. They freely access the garden to play on the push along and electronic cars or invent games in the playhouse. They develop a full range of skills as the childminder plays alongside them, skilfully interacting and promoting their learning through play. For instance, she encourages children to recognise the numerals and count up to seven on the outdoor jigsaw puzzle that builds up to create a hopscotch grid. Opportunities are also provided for children to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 go out in the local community and to mix with others. They enjoy trips to the local

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and outcomes for children

parks and children's centres, as well as visits to the shops and library. A day trip to the zoo is also offered and children enjoy seeing a wide variety of animals. This is then followed up in the home, as the childminder provides printed materials and paper to enable them to design pictures and crafts with animal prints.

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and outcomes for children

Children develop knowledge and understanding of the world as they look for bugs in the garden and find ladybirds, which they then draw and investigate. The childminder skilfully builds on their interest as she then takes them on a visit to the local museum to see the specimen cabinets with different varieties of bugs. They develop their creative skills as they play a variety of role play games, setting-up a toy shop and choosing healthy things to buy. This is then extended as the childminder takes them to a greengrocers shop to buy fruit and vegetables. Basic mathematic, problem solving and communication skills are developed as they discuss the activities they are undertaking. These include counting the spots on the ladybirds they find and weighing out ingredients as they help the childminder make cakes. They develop manual dexterity as they measure ingredients and stir these together. Children's personal, emotional and social skills are also promoted well.

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and outcomes for children

They are encouraged to be independent at meal times and to play together harmoniously. The childminder is sensitive to children's unique personalities and successfully works with them as individuals. She encourages shy children to interact and provides more confident children with additional challenges.

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and outcomes for children

The childminder observes children as they play. She tracks their achievements and ensures that any gaps in development are followed up. Activities are provided to challenge children and promote their development, while being flexible enough to respond to their changing wants and needs. This ensures that children are always engaged in the activities on offer as their interests are responded to positively. Parents are not yet involved in reviewing their children's progress towards the early learning goals or determining their next steps. However, the childminder is keen to involve parents in this process.

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and outcomes for children

Children behave well. They show respect for each other and are aware of the rules of the setting, which are easily understood. Children know that they must 'take turns' and play a game of magnetic noughts and crosses well. They wait for each other to place their counters on the board. They willingly help to tidy up after playing with construction blocks and fetch their own drink bottles from the other room at meal-times. Children's health is well promoted as those with infectious illnesses are excluded, in order to protect the well-being of others. Clear hand washing routines, before meals and after visiting the toilet, help children understand how to take care of themselves. Children are provided with healthy choices at snack and meal times. They happily tuck into fresh fruit at snack times and are encouraged to drink water throughout the day. 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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