Inspection report for early years provision
Unique reference number
256187
Inspection date
18/06/2010
Inspector
Melanie Calway
Type of setting
Childminder
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. 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).
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.
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.
Description of the childminding
The childminder was registered in 1991. She lives with her husband and one adult child in a village near to the town of King's Lynn, in Norfolk. The whole of the ground floor and the spare bedroom on the first floor are used for childminding. There is a fully enclosed garden for outside play. The family has a pet dog. The childminder is registered to care for a maximum of six children under eight years at any one time, no more than three of which may be in the early years age range. She is currently minding five children, who attend on a part-time basis, in this age group. She also offers care to children aged over five years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.
The childminder takes and collects children from the local pre-school and takes them on outings in the village to a local park and to see some horses. She is a member of the National Childminding Association.
The overall effectiveness of the early years provision
Overall the quality of the provision is good.
Children are happy and settled in the childminder's care. Their individual needs are met because she knows them well and uses observations of their play and learning to plan the next steps for their development. She communicates effectively with parents about children's care and effective policies, and a regular newsletter keep parents well-informed about the setting. She attends regular training to keep her knowledge updated and adds to her resources to keep improving the setting.
What steps need to be taken to improve provision further
To further improve the early years provision the registered person should: •encourage children to take responsibility for their environment by keeping it tidy •develop further the partnership with parents by encouraging them to add their own contributions regarding children's learning and development to the learning records, including information about children's developmental starting points.
The effectiveness of leadership and management of the early years provision
Children are effectively safeguarded from the risk of abuse or neglect as the childminder has a clear safeguarding policy and is aware of her responsibility to refer any concerns she may have about children's welfare. She has the necessary information to be able to act appropriately and has completed safeguarding training. Children are cared for in a safe and secure environment and the childminder uses monitors to check visitors to the home and to check on sleeping children. She supervises children well and uses a playpen in the kitchen to keep toddlers safe if she needs to see to the other children. Regular risk assessments are carried out on all areas of the home and a note made of any issues she needs to address. Separate risk assessments are carried out for each type of outing to ensure that children are safe when they go out. Children are given regular explanations while they play to help them to learn about how to keep themselves safe. They are protected from the risk of fire as a regular evacuation drill is practised so that they know what to do in the event of a fire or emergency. Children are able to access a wide range of appropriate toys which are stored in the play room in boxes for easy access. Children are encouraged to share and take turns and show consideration for each other, for example, to be kind when they have hurt themselves or if they are sad because parents are away. As a result, they are beginning to develop an understanding of other people's needs. The childminder has a very positive relationship with parents. She has a comprehensive set of policies and procedures which are available if parents want to see them, and she provides information about the service in the form of a monthly newsletter. Observations of children's play and learning are kept in booklets, along with photographs and plans for the next steps to help children to progress. Daily diaries go home every day with details of children's care, routines and the activities they have enjoyed. Parents communicate regularly, but are not yet adding their own observations to the learning records about the things children may be learning at home, and there is not a system to obtain information about children's developmental starting points when they first attend. There are good systems to share information about children's learning when they attend other settings and a communication booklet is used to exchange information with the local pre-school to ensure effective continuity and progression. The childminder has a commitment to provide a high quality service and attends regular training to keep updated. She has begun to evaluate her practice to identify possible areas for development.
The quality and standards of the early years provision and outcomes for children
Children are settled and confident in the childminder's care. She uses her observations of their play and learning to plan the next steps for their progress and uses information about their interests and abilities to plan appropriate activities. Children who are just becoming mobile are given opportunities to pull themselves up and balance. Children who have attended a sports day and who are interested in physical play are able to run races in the garden. Children enjoy regular walks in the village to see the horses or to play at a local park and benefit from plenty of outdoor play. Resources are easily accessible and children are encouraged to help tidy up towards the end of the morning. They readily comply, putting the bricks away in the box, although there are times during the morning when the floor becomes rather cluttered as children are not putting items away as they go along. This reduces space for younger children who are becoming mobile. Children communicate confidently with the childminder, who chats to them and encourages their language development by asking open-ended questions, such as 'what sort of a bed do you sleep in?'. She uses eye contact and gestures with young children to promote their communication. Books are easily accessible and children have opportunities for craft activities and for practising skills such as writing. The childminder counts with children as they play so they become familiar with numbers. Children use their imaginations with small world play, dressing-up resources and in the play house outside. They can experiment with different media and young children are given baskets of objects, such as different sized sieves and a pastry brush, to explore. They are able to investigate textures such as paint or sand. They learn about the world around them through their walks in the village and activities, such as cookery or planting seeds. They become familiar with technology as they use the computer or play with a camera and a tape recorder. In the garden they enjoy running races or throwing balls to develop their physical skills and coordination. Children are involved in the life of the setting and help to post the vouchers to get new equipment and help to open parcels when they arrive. Behaviour is managed in a positive way and children are praised and given explanations about unwanted behaviour so they are encouraged to start learning about the needs of others. Children's health is promoted well. They enjoy fresh fruit for their snack and different activities help children to learn about the importance of a healthy diet, such as using laminated place mats with details of their favourite foods. Children learn about washing their hands before eating and after using the toilet. Older children are able to be independent and their privacy is respected. Children benefit from plenty of fresh air and exercise as they walk in the village or play in the garden. Children feel safe and secure in the setting and have built up trusting relationships with the childminder, who gives them cuddles and reassurance. They are learning how to keep safe as the childminder gives them explanations about safety as they play and discusses road safety with them when they are out. Children are given consistent boundaries so they learn to behave well. They are learning skills for the future as they develop social skills, learn to communicate and become independent.
Annex A: record of inspection judgements
The key inspection judgements and what they mean
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
The overall effectiveness of the early years provision
How well does the setting meet the needs of the children in the Early Years Foundation Stage? 2
The capacity of the provision to maintain continuous improvement 2
The effectiveness of leadership and management of the early years provision
How effectively is the Early Years Foundation Stage led and managed? 2
The effectiveness of leadership and management in embedding ambition and driving improvement 2
The effectiveness with which the setting deploys resources 2
The effectiveness with which the setting promotes equality and diversity 2
The effectiveness of safeguarding 2
The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement 2
The effectiveness of partnerships 2
The effectiveness of the setting’s engagement with parents and carers 2
The quality of the provision in the Early Years Foundation Stage
The quality of the provision in the Early Years Foundation Stage 2
Outcomes for children in the Early Years Foundation Stage
Outcomes for children in the Early Years Foundation Stage 2
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
Any complaints about the inspection or report should be made following the procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk Annex B:
the Childcare Register The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met
The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met
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OFSTED REPORT
Inspection report for early years provision
Unique Reference Number 256187
Inspection date 22 November 2006
Inspector Marianne Gascoyne Type of inspection Childcare
Type of care Childminding
About this inspection
The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.
This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The key inspection judgements and what they mean
Outstanding:
this aspect of the provision is of exceptionally high quality
Good:
this aspect of the provision is strong
Satisfactory:
this aspect of the provision is sound
Inadequate:
this aspect of the provision is not good enough
For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.
THE QUALITY AND STANDARDS OF THE CARE
On the basis of the evidence collected on this inspection: The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.
WHAT SORT OF SETTING IS IT?
The childminder was registered in 1991. She lives with her husband and one adult child in a village between Downham Market and Swaffham. The whole of the ground floor and the spare bedroom on the first floor are used for childminding. There is a fully enclosed garden available for outside play. The childminder walks or drives to local schools and nurseries to take and collect children.
The childminder is registered to care for six children at any one time and is currently minding four children, all of whom attend on a part-time basis. She also cares for children over the age of eight years. The family have a dog.
THE EFFECTIVENESS OF THE PROVISION
Helping children to be healthy
The provision is good.
Children's health is promoted well by good standards of hygiene maintained in the home which help prevent the spread of infection. The childminder has developed her knowledge of good hygiene, with regard to food preparation, from attendance on a course and has registered her kitchen with Environmental Health to safeguard children's welfare. The health needs of very young children are promoted by effective nappy changing procedures and older children learn to take responsibility for their own hygiene needs through reminders and routines in place to ensure hands are washed at appropriate times. The childminder's policy with regard to sick children protects them from cross infection and the needs of children are given priority if they are unwell while with the childminder. The childminder has current first aid knowledge and has obtained consent to seek emergency medical advice or treatment to safeguard children in the event of an accident or sudden illness. The childminder is sensitive to young children's need for rest and sleep to ensure their needs are met. Appropriate care is given to the dog to ensure it does not present a hygiene risk to children.
Children are well nourished by food provided by the parents, following the advice for healthy foods provided in the brochure provided by the childminder. The childminder provides them with fresh fruit and vegetables which they enjoy and helps develop their understanding of healthy eating. They are able to access fresh drinking water when they are thirsty, meeting their own health needs. Any risk of an adverse reaction to food given is prevented by obtaining information about food allergies on registration.
Children's physical needs are promoted as they enjoy outings to the park to practise their physical skills on the available equipment or play in the garden. They are developing a positive attitude to fresh air and exercise as they walk to and from school on a daily basis.
Protecting children from harm or neglect and helping them stay safe
The provision is good.
Children are welcomed by the childminder and feel at ease in the premises that are suitable for their purpose. Play is offered in the child-centred conservatory with a range of equipment available to promote their development. Further space is made available to children in the living room to enable older children to play games or complete homework undisturbed. A cot set up in the spare bedroom enables young children to sleep in comfort and a baby monitor ensures children can be heard. An appropriate range of toys and equipment is available to meet the varying needs of the wide age range of children attending.
As children walk to and from school with the childminder she develops their understanding of road safety and children learn the rules that are in place to keep them safe at this time. She encourages them to think about the consequences of their actions, for example, if they walk in front of the swing in the park. Children are able to play safely because the childminder has taken reasonable steps both inside and out to ensure that hazards to children are minimised and the house is secure. The childminder always carries contact details with her when taking children outside the home to safeguard their welfare. Children learn how to keep themselves safe in an emergency by practising the fire evacuation procedure.
Children are well protected by the childminder's knowledge of child protection gained from attendance on a course. She believes it is important to listen to children and is able to recognise potential signs and symptoms of abuse. The information to enable her to report any concerns, if necessary, is easily accessible. Parents are advised of the childminder's responsibility to protect their children.
Helping children achieve well and enjoy what they do
The provision is good.
Children enjoy their time with the childminder who encourages them to make decisions about the activities they wish to undertake. Children undertake activities together which encourage their learning and development, for example, making their own version of 'Top Trumps' and playing the game together. A warm and trusting relationship is in place in which children feel secure. The childminder encourages children to complete homework by letting them use the computer to access the internet to gain information. Children are given opportunities to undertake craft activities and the childminder values their ideas and encourages them to use their initiative while providing the necessary resources. Equipment is well organised to enable children to access the items they wish to use and older children are aware they can ask for items stored out of reach of the younger children for safety reasons. Children enjoy a balance of quiet and more active play as they take part in card games together or go on walks and visit the park.
The childminder has not recieved a copy of the 'Birth to three matters' framework, but is attending Birth to Three matters courses. Very young children are happy in her care and practise their communication skills with confidence. The childminder sits on the floor with them encouraging their play and engages in fun activities, for example, balancing stacking rings on the children's heads to make them laugh. They play happily with the selection of toys she makes available to them. The range and variety of equipment to encourage young children to make connections or respond to the world imaginatively or creatively is reasonable. For example, they are able to explore interesting objects such as textured material, household objects or open-ended resources, in line with the framework.
Helping children make a positive contribution
The provision is good.
Children are very secure in the care of the childminder and demonstrate a sense of belonging by the confidence with which they relate to her. She has a high regard for their well-being and involves them in decision making. Their self-esteem is enhanced by the value she places on their contributions. Resources and discussions help children develop positive attitudes towards differences in people. Children are respected as individuals to enable their needs to be met. The childminder does not have experience of caring for children with learning difficulties or disabilities but recognises the need to work with parents if asked to take on the care of children with additional needs. She would research the condition to help her to care for children appropriately.
The childminder provides clear boundaries for children and makes sure she does not give attention to inappropriate behaviour except to explain why it is unacceptable. The use of positive techniques such as distraction and explanation, together with praise for good behaviour, helps children to learn right from wrong while promoting their self-esteem.
Parents are given an attractive brochure which includes details of the care and activities provided and a website has been set up to give further information. This enables parents to work with the childminder for the benefit of their children. The childminder recognises the particular needs of many of the children she cares for who may have one parent working abroad. She encourages them to draw pictures, write to or email their parent.
Organisation
The organisation is good.
The childminder is very experienced and is continually developing and updating her knowledge through attendance on training courses in a variety of topics. In this way she is demonstrating her commitment to providing positive outcomes for the children in her care. Children's care and learning is therefore promoted by her appropriate skills, knowledge and experience. Children benefit from the enjoyment the childminder experiences from caring for them and their overall development is enhanced by the care they receive. Space in the home is used effectively to meet the varying needs of the children attending. Children's wellbeing is safeguarded by clear written procedures to follow in the event of a child being lost or uncollected.
The childminder ensures documentation is well organised and up to date. All the necessary documentation to safeguard children's health and wellbeing is in place. The childminder has simple policies and procedures covering some aspects of her work. This helps her to carry out her work effectively and has a positive impact on the care children receive.
Overall the children's needs are met.
Improvements since the last inspection
At the last inspection the childminder was asked to develop and practise an emergency evacuation procedure and obtain permission to seek emergency medical advice or treatment.
The childminder has been effective in making these improvements. An emergency evacuation procedures has been written and practised with the children to ensure they are aware of action to take in an emergency situation. Parents give their permission to seek emergency medical advice or treatment when completing the contract at the start of the childminding arrangements. This safeguards children's wellbeing in the event of sudden illness or accident requiring medical attention.
Complaints since the last inspection
Since the last inspection there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards.
The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.
THE QUALITY AND STANDARDS OF THE CARE
On the basis of the evidence collected on this inspection:
The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.
WHAT MUST BE DONE TO SECURE FUTURE IMPROVEMENT?
The quality and standards of the care
To improve the quality and standards of care further the registered person should take account of the following recommendation(s):
Continue with Birth to three matters training and continue to work within the birth to three matters framework.
Any complaints about the inspection or the report should be made following the procedures set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk