Description of the childminding
The childminder has been registered since November 2006. She lives with her husband, who works as her assistant and their three children age 16, 14 and five years. The family home is in Bispham, a residential area of Blackpool which is close to a Children's Centre, parks, beach and schools. The whole of the ground floor is used for childminding purposes. This includes the lounge, office, conservatory, kitchen and playroom. There is a bedroom on the first floor for children who wish to rest or sleep and they have their own bathroom. There is a garden to the rear of the house and the family has a dog and three cats.
The childminder is registered on the Early Years Register, the compulsory part of the Childcare Register and the Voluntary Childcare Register. Registration is for a maximum of five children under eight years and 11 children in total when working with an assistant. There are currently eight children on roll, of whom seven are in the early years age range. Older children are also cared for.
The childminder is a member of the National Childminding Association and is an accredited childminder as part of the 'Oak Tree' local childminding network. Both the childminder and her assistant have completed the National Vocational Qualification Level 3 in Children's Care, Learning and Development and are currently in the first year of study for the Foundation Degree in Early Years. Advice, support and training are gained from the local authority.
The overall effectiveness of the early years provision
Overall the quality of the provision is outstanding.
The uniqueness of each child is highly valued and fully supported by the childminder, which successfully promotes their excellent progress towards the early learning goals. Their safety and welfare are given high priority, underpinned by thorough documentation and stringent risk assessments. The childminder works extremely hard to foster strong partnerships and positive links within the community, ensuring a shared approach to the children's ongoing learning and development. The childminder gives amazing commitment to reflective practice, demonstrating drive and ambition, so that her high aspirations enriches the time children spend in the setting.
What steps need to be taken to improve provision further?
To further improve the high quality early years provision the registered person should consider:
•develop further the outdoor environment to widen children's experiences and expand on learning opportunities.
The effectiveness of leadership and management of the early years provision
All children are totally safeguarded in the care of the childminder, as she is exceptionally clear and confident in the understanding of her safeguarding responsibilities. Current training, detailed procedures and reference materials, ensure children are fully protected. Documentation is of an extremely high standard, is very well organised and superbly implemented in practice. The childminder's attention to detail is reflected in additional information relating to her written responses to the legal requirements. Stringent risk assessments minimise hazards to children, both on and off the premises and are regularly reviewed in order to maintain a totally safe environment. Highly effective steps are taken by the childminder to evaluate her practice and the setting. The self-evaluation record is exceptionally detailed. This demonstrates how well the childminder has examined her setting and her ability to look at what she is doing with a critical eye. She is able to focus on improvements which will provide the greatest impact in promoting outcomes for children and her targets are realistic and sustainable. She has examined her own professional development and planned, with drive and ambition, a training path which will see her holding high level qualifications to ensure children receive the best quality care and education.
The childminder and her assistant are genuinely committed to providing an inclusive setting for all. She carefully seeks information about children's background to ensure she can effectively provide for them and seeks training to support her own knowledge and understanding if required. She has a clear picture of each child as they join her setting and as a result, is able to provide a seamless transfer between homes. Resources reflect a wide range of groups of people and the childminder actively encourages children to experience different cultures, festivals and foods. This supports their learning about similarities and differences, promoting their understanding and tolerance of diversity. The deployment of resources means that children have free access and choice to all activities or can choose from the catalogue of resources which are stored outside.
Parents receive a wealth of information about the setting and their individual child from the beginning of the partnership. Innovative means of a variety of communication methods are in place, which ensures a two-way flow of information. Parents views are sought and valued, therefore ensuring their children are supported and nurtured as individuals. The childminder acts upon their suggestions, for example introducing favourite foods at home. Responses in questionnaires capture the extent the childminder is valued and appreciated. Parent's contribute to their children's learning journeys with a variety of observations about their children's learning and progress at home. The childminder weaves this information into her planning to ensure children's interests are fostered in her setting. Partnerships are extended to other settings and professionals. The sharing of information in children's learning journeys means that transitions into school are a positive experience.
The quality and standards of the early years provision and outcomes for children
Children flourish and are very happy in this setting. The learning environment is vibrant and child-centred providing children with a stimulating base from which they play and excel in their learning. Immediate access to the garden means children are free to explore and investigate at will, or enjoy the selection of toys and equipment which has been set out to provide an extension to the indoor learning. Children are contributing to the evolving improvements to the natural aspects of the outdoor area. Photographs show sequential developments, such as planting fruit, trees, vegetables and herbs as well as collecting pebbles off the beach and washing them before placing them in the garden. This is very much a work in progress, as the childminder has a wealth of ideas to maximise outdoor learning.
The childminder plans a innovative and exciting range of activities, based on what she has observed children enjoying or what they have been doing at home. Therefore, planning for individual children is highly effective in ensuring their learning and development is promoted. A repeated cycle of observation, assessment and planning means that children continually engage in meaningful and challenging experiences. Individual learning journey's illustrate the wealth of learning opportunities children enjoy and how much they are progressing. All areas of learning are promoted extremely well and are monitored, to ensure they are equally covered. The childminder continually improves upon her systems for charting individual children's progress and this ensures they are continually motivated in their learning.
The childminder and her assistant are accomplished in supporting children working closely when needed and allowing them time to develop their own ideas. Children's creativity is evident in artwork on display. They also design and make their own binoculars, which they then demonstrate how to use and tell what they can see. The childminder makes effective use of recycled materials and her homemade books. Children delight and wonder at living things, such as growing foods, the spider in its 'house' and looking at worms. This significantly contributes to their learning about how precious the world is. Learning about number is made fun, as they make a chart of their pets and calculate how many children have dogs and how many have cats. Children's physical development is very well fostered. They run about exuberantly and have opportunities for climbing, sliding and kicking balls. Outings expand their world as they visit many interesting places, some with hands on experiences with animals. They take food to an animal sanctuary and see swans and ducks in the local pond, closely observing what they do. They are learning about the life-cycle of frogs by watching tadpoles in their tank and this is reinforced with stories. Children's future social and economic well-being is assured through the activities involving simple technology, for example, the computer and taking pictures of yellow items with the digital camera.
The welfare needs of children are fully addressed. They enjoy a healthy lifestyle, being protected from the sun by wearing hats, playing in the shade and drinking plenty of water to keep well-hydrated. Nutritious foods are enjoyed during a sociable occasion. Children lay the table choosing from appropriate utensils and talk about healthy eating when pointing to the fruit and vegetable chart and recognise different ones. Children observe hygienic practice in managing their self-care skills, which includes cleaning their teeth and having their own colour towels, therefore preventing the risk of cross infection. They feel safe and sound within their environment, as they fully understand the emergency evacuation procedures, attained through regular practises. The childminder maintains an 'evacuation box' with thoughtful contents, including rain ponchos. Children's behaviour is exemplary. They form strong friendships and are kind to each other. Their self-esteem is positively reinforced through plenty of praise and the use of reward systems.
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?
1
The capacity of the provision to maintain continuous improvement
1
The effectiveness of leadership and management of the early years provision
How effectively is the Early Years Foundation Stage led and managed?
1
The effectiveness of leadership and management in embedding ambition and driving improvement
1
The effectiveness with which the setting deploys resources
1
The effectiveness with which the setting promotes equality and diversity
1
The effectiveness of safeguarding
1
The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement
1
The effectiveness of partnerships
1
The effectiveness of the setting’s engagement with parents and carers
1
The quality of the provision in the Early Years Foundation Stage
The quality of the provision in the Early Years Foundation Stage
1
Outcomes for children in the Early Years Foundation Stage
Outcomes for children in the Early Years Foundation Stage
1
The extent to which children achieve and enjoy their learning
1
The extent to which children feel safe
1
The extent to which children adopt healthy lifestyles
1
The extent to which children make a positive contribution
1
The extent to which children develop skills for the future
1
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
