Ofsted Inspection Report for Early Years Provision
Inspection date: 15/03/2011
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 2010. She lives with her husband and two children aged two and four in the Bartley Green area of Birmingham. The whole of the downstairs of the childminder’s house, plus a first floor bedroom, is used for childminding. The home is close to shops, parks, schools, and public transport links. There is a fully enclosed play area available for outdoor play. The family has a dog, hamster and tropical fish as pets.
The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than one may be in the early years age range. She is currently minding one child in this age group. She also offers care to children aged over five years to ten years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.
The childminder is able to collect children from local schools and nurseries and attends toddler groups on a regular basis. 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 make good progress and are well cared for in the security of the childminder’s home. They benefit from close attention and enjoy stimulating first-hand experiences that help them to develop the knowledge and skills they will need for their future learning. Good quality interaction and well organised routines are used well to ensure young children are safeguarded, happy and healthy. Close relationships are developed with children’s families and this positively supports their achievements and well-being. Although new to minding, the childminder has clear plans for the future and is focused on improving her practice. She shows a developing understanding of the importance of self-evaluation, although this is not yet fully robust.
What steps need to be taken to improve provision further?
To further improve the early years provision the registered person should:
• improve and extend knowledge and understanding of using self-evaluation to drive continuous quality improvements that will impact on children’s overall achievements.
The effectiveness of leadership and management of the early years provision
Clear safeguarding arrangements are in place to ensure children are protected. The childminder is confident in recognising the possible indicators of child abuse and neglect and knows who to consult if there is a cause for concern. She talks to parents in detail about contact and parental responsibility, so that she is aware of all the information she needs to protect children. Children show they feel secure and well protected and risk assessments and daily safety checks ensure children are well protected, both in the home and when visiting places of interest.
The childminder is motivated, well organised and shows a commitment to providing a high quality service and making continuous improvements. Although new to minding, she has benefited from working with local authority childminding network advisors and from sharing good practice issues with other local childminders. The childminder has made clear arrangements for improving her knowledge and plans for the future are well considered. A good start has been made on developing monitoring and evaluation systems; although there is room to do more to ensure that this is fully effective. The childminder actively supports the individual needs of children. For example, she has begun to develop new ways of communicating with children who speak more than one language at home, and has all the information she needs to work closely with outside agencies when necessary. Children show they thoroughly enjoy their time in the warmth and security of the childminder’s home. The lounge and playroom contain lots of toys for children to enjoy and they often lead their own play and follow their own interests. Well maintained records are used positively to support children and written policy statements are clear, personalised and provide useful information for parents.
Positive and close relationships are developed with parents as the childminder works with them to help support their children. She has an active interest in parents’ views about their child and finds ways to put parents at ease, particularly when children first start attending. For example, she uses a highly effective ‘All About Me’ form to gain important information about children’s personalities, their family backgrounds, what language is spoken at home and any health or developmental needs. Regular text messages throughout the day ensure parents know how their children are and what they are doing. These are then backed up with chats at arrival and departure times. Care diaries and learning journeys ensure information about children’s progress and how they have eaten and slept, are recorded and shared.
The quality and standards of the early years provision and outcomes for children
Children thrive in the friendly and well organised atmosphere of the childminder’s home. They are cared for according to their individual needs and are keen, happy, confident and eager to try new things. Children play independently, as well as alongside their friends and are becoming active and inquisitive learners.
Strong, positive and caring relationships are developed as the childminder responds to and build on young children’s expressions, actions and gestures. There are lots of cuddles and gentle tones and this helps the youngest children to feel special and to know when they have done something to please adults. Lots of learning happens throughout each day and children extend their experiences through such things as visits to parks, toddler groups and soft play centres. Planning and assessment is effective and the childminder is skilled at helping children to feel a strong sense of belonging. For example, they learn how to make friends as they play together, share and listen to each other.
Children make good progress and are developing well. Important steps in early literacy are developed as the childminder talks to children to expand their understanding and vocabulary. They learn songs and rhymes, snuggle close for stories and make marks in dough and paint. Shape sorters and building bricks encourage young children to problem solve and they learn about numbers as part of their everyday experiences. Children’s natural curiosity is supported extremely well. For example, they become fascinated when working out how to handle and carry balloons or when watching the different plants and sea creatures in the large aquarium. Interesting textures such as silk ribbons, paint and dough stimulate their senses and they learn about different people through puppet play and books. Children make up their own games with toy planes and animals and enjoy pressing buttons on sound and light toys. Music often plays in the background and children enjoy rocking and clapping to their favourite songs.
Children’s understanding of a healthy life style is developing well. Daily physical play and nutritious home-cooked meals and healthy snacks help children to grow physically strong. There is plenty of space to move their bodies in different ways and this ensures children develop positive attitudes towards being active. For example, they enjoy learning to climb and slide at soft play centres and use a variety of ride-on and push along toys, both inside and outside the home. Children clean their hands and faces regularly and baby wipes encourage even the youngest children to start to take responsibility for their personal care. Safety is well considered. Good strategies ensure children learn how to keep safe, without limiting their access to new and exciting things. For example, the youngest children develop the confidence to try new skills, such as climbing onto the settee, because they know the childminder is always close by to keep them safe.
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 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 |
3 |
The
effectiveness of leadership and management of the early years provision
| The effectiveness of leadership and management of the Early Years Foundation Stage |
2 |
| The effectiveness of leadership and management in embedding ambition and driving improvement |
3 |
| 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 |
3 |
| The effectiveness of partnerships |
3 |
| 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 |
