Childminder in Birstall

My OFSTED Inspection Report-20th July 2009

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).

 

 

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.   

 

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.   

 


Description of the Childminding 

 

The childminder was registered in 2003. She lives with her husband and three children aged 16, 14 and seven years. They live in a residential area of Birstall in Leicestershire. There are shops and schools within easy walking distance. The property is easily accessible and all areas of the premises are used for childminding. There is a fully enclosed garden available for outside play. The family has two pet cats, five guinea pigs and a rabbit.

The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. There are currently two children attending who are within the Early Years Foundation Stage (EYFS), both of whom attend on a part-time basis. The childminder also offers care to children aged over five years. There are five school-aged children attending for various sessions during term time and school holidays. She is a member of the National Childminding Association.

 

 

 

Overall effectiveness of the early years provision

 

Overall the quality of the provision is good. Children are well settled and enjoy a close relationship with the childminder. They have access to a varied range of quality toys and resources and make good progress in their learning and development. The childminder’s practice is fully inclusive because she works closely with parents and other providers to meet children's individual needs. She is well organised and all required documentation is in place. The childminder carries out a self-evaluation of her provision and continually monitors her practice to ensure priorities for improvement are accurately targeted.

 

 

 

The leadership and management of the early years provision

 

The childminder has a comprehensive range of written policies and procedures that support her practice. A high priority is given to safety and visual checks of the home and equipment are carried out on a daily basis. Written risk assessments are maintained and the childminder thoughtfully assesses and reviews safety before taking children on any outings. She has attended training in child protection and this knowledge is underpinned by a clear policy which is shared with parents. Her understanding of her role in safeguarding children is good and she is clear about the procedures to put into practice when necessary. This means that children are kept safe from harm. Documentation is well maintained and space and resources are effectively organised.

The childminder works well in partnership with parents and carers to ensure children’s individual needs are fully met. She talks to their parents about home routines and parenting practices which enables her to provide consistency of care. Good information is gathered about their stage of development, individual interests and needs, and this means they settle readily and feel secure. Written information and verbal feedback ensure parents are informed of their child’s progress, however, they are not effectively encouraged to contribute to records to help build on what children already know. The childminder has forged strong links with other local childcare providers. She regularly exchanges important information and this helps to ensure coherence and consistency of care for children.

The childminder demonstrates a secure awareness of her strengths and weaknesses and she is committed to continual improvement. Since her last inspection, she has fully addressed the recommendations raised in relation to safety and through self evaluation has identified areas for development that have a positive impact on children and their families. For example, the new play room has included children's ideas and suggestions regarding, displays, resources and equipment.

 

 

 

The quality and standards of the early years provision

 

The childminder’s home is warm and welcoming and children are at ease with her and her family. She has a calm manner and children receive plenty of affection and a good level of interaction. Children are motivated and making good progress in all areas of learning. This is because the childminder has a secure knowledge of how children learn and develop and she knows the children in her care well. Children persevere and succeed with tasks and the childminder is at hand to provide guidance or support if needed. They are offered a wide range of experiences that suit their individual needs and interest them. For example, children construct models, learn how to use the computer, participate in a variety of craft activities and read and look at books. The childminder however, lacks confidence in observing and assessing children's progress and because of this; she has not fully developed a systematic approach to recording and using this information to help children build on what they already know.

Children's language and communication skills are encouraged through actively involving them in conversations, asking questions and listening with interest to their responses. Children behave well and are developing positive attitudes towards others through everyday discussions and experiences. Older children help to support the younger ones and children’s all-round skills are increased as they learn from one another. They have an excellent rapport with the childminder and on the day of inspection, a child was keen to share their experience of what it was like in her home, describing how the day was structured, the variety of activities available and how enjoyable spending time in her care was. The child found the childminder to be well organised, friendly and ‘great’ to be around.

The childminder has previous experience of caring for children with additional needs and is confident to judge how well these needs can be met within existing routines. All children are included in planned activities and have free access to a wide assortment of toys. They are developing a sense of independence and responsibility as they help to prepare fruit for snack time and help tidy away toys. They learn about the need for safety and are reminded why it is important that they wash their hands before touching food. Children’s overall good health and welfare is effectively promoted. Children receive plenty of fresh air and exercise as they regularly play out and go for walks in the local environment. Children walk to and from school and the childminder ensures that they understand the need to observe road safety rules, young children know that they must stay on the pavement and hold the childminder’s hand. The childminder ensures she can respond appropriately if a child becomes ill or has an accident and she has completed a relevant first aid course.

 

What steps need to be taken to improve provision further?

 

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

  • develop a cohesive system for observing and assessing children's progress and encourage parents to contribute to these records. 

 

  Annex A: record of inspection judgements


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

 

Overall effectiveness

 

How effective is the provision in meeting the needs of children in the Early Years Foundation Stage?

2

How well does the provision promote inclusive practice?

2

The capacity of the provision to maintain continuous improvement.

2

 

Leadership and management

 

How effectively is provision in the Early Years Foundation Stage led and managed?

2

How effective is the setting’s self-evaluation, including the steps taken to promote improvement?

2

How well does the setting work in partnership with parents and others?

2

How well are children safeguarded?

2

 

Quality and standards

 

How effectively are children in the Early Years Foundation Stage helped to learn and develop?

2

How effectively is the welfare of children in the Early Years Foundation Stage promoted?

2

How well are children helped to stay safe?

2

How well are children helped to be healthy?

2

How well are children helped to enjoy and achieve?

2

How well are children helped to make a positive contribution?

2

How well are children helped develop skills that will contribute to their future economic well-being?

2

 

Annex B: the Childcare Register

 

The provider confirms that the requirements of the compulsory part of the Childcare Register are:   MET