Clifton Childminder

Karen Humble 01159 747536

Childminding & Babysitting Services

GRADED OFSTED OUTSTANDING 2010

We were inspected on June 10th 2010 and given the highest grade of OUTSTANDING. We are very pleased with our grade and will continue to strive to set high standards of care for our children.

Currently there are 253 childminders in the Nottingham City Area, of which, from 1996 to the present day, only 5 have been given the grade of OUSTANDING. We are honoured to be included in this prestigious list. Report as follows –

Inspection report for early years provision

Unique reference number EY******
Inspection date 10/06/2010
Inspector Patricia Bowler
Type of setting Childminder

The Office for Standards in Education, Children’s Services and Skills (Ofsted) regulates and inspects 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 rates 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.

Royal Exchange Buildings
St Ann’s Square Manchester M2 7LA
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.ofsted.gov.uk

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 registered in 2003. She lives with her husband, one adult child and two children aged five and three years in Clifton, Nottingham. Children have access to the ground floor and bathroom facilities on the first floor. There is a fully enclosed garden to the front of the property for outdoor play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register to care for a maximum of four children at any one time, two of whom may be in the early years age group. The childminder currently provides care for two children in the early years age group, and four children in the older years age group. The family has three pet cats and a dog.

The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

The childminder has considerable understanding of the Early Years Foundation Stage which is highly successful in motivating and supporting children’s overall learning and development. Children are actively involved in an exciting range of activities, learning through skilfully implemented and innovative play opportunities in a fully inclusive environment. Children’s welfare is successfully promoted and sustained by outstanding partnerships with parents to ensure continuity of care. The childminder continually strives for improvement through meticulous self-evaluation in order to sustain a positive impact on the outstanding care provided for children within her childminding service.

What steps need to be taken to improve provision further?

To further improve the high quality early years provision the registered person should consider developing further parent contribution to the Learning Journeys to support children’s identified next steps in learning.

The effectiveness of leadership and management of the early years provision

Exemplary policies and procedures work extremely effectively to ensure parents are fully informed, the individual needs of children are met and they are protected from harm. The childminder has a secure knowledge and understanding of Local Safeguarding Children Board procedures, having attended training events, and knows the steps to take should she identify any concerns. Adults within the home are suitably checked and vigilant arrangements, including records and visitor badges ensure children remain safe. Innovative ways including the use of posters and discussions equip children with knowledge about safety within the community to ensure they remain safe on outings. This is reinforced as children regularly practise road safety and emergency evacuation procedures.

Attendance records accurately record children’s arrival and departure times and safety measures and equipment within the home minimise any hazards. For example, safety gates at the staircase and at the kitchen preparation area ensures children remain safe on all levels within the home and during cooking times. Comprehensive risk assessments are diligently maintained to ensure children are safe in all accessible areas including the garden and outings, to maintain their safety. The childminder carries out continuous assessments to identify ongoing issues and resolutions to maintain children’s safety and welfare. The childminder is continually monitoring her working practice to improve outcomes for children.

The childminder provides a welcoming environment, rich in exciting and innovative activities with a strong emphasis on the inclusion on every child. This is further enhanced by recognising the importance of establishing and maintaining positive relationships with parents. Their values and contributions and those of older children are regularly discussed so specific individual requirements and routines, likes and preferences are reflected in the care, activities and resources provided. Parents receive comprehensive information about the setting. Discussions prior to place commencement ensure children’s individual needs are met. The use of the all ‘About me forms’, provides valuable information about children. Parents have access to the children’s Learning Journeys where both photographic and written observational evidence is recorded.

Although parents play an active role in supporting children’s next steps, through shared reports and discussion they do not always contribute information from home to support their children’s ongoing development and progress. The childminder has established extremely effective methods to liaise with all providers of Early Years Foundation Stage to support children’s in their continuous learning.

The quality and standards of the early years provision and outcomes for children

Children are highly motivated to make outstanding progress towards the early learning goals through a range of exciting and innovative activities which cover the six areas of learning. They settle well within the child-orientated home where attractive information posters enhance their learning and development and wall displays of their creative work. These successfully support a current theme where children are monitoring the lifecycle of the butterfly, observing caterpillars in the cocoon state in a clear view tank. They are also conducting a ‘ladybird survey’ recording their evidence of where these are located through observation on outings, recording their findings on attractive wall charts. Children are equipped with their own collection bags on specific outings to gather feathers, seeds and leaves and use internet sites and reference books to identify the bird or tree from where they originate. Children freely access resources and independently steer their own play.

A very detailed photographic catalogue of resources and their location within the home enables them to make active choices about their play. The garden is an integral part of children’s play and is effectively planned with a den made from willow which the children have created and a mini beast area where children sensitively place creatures such as snails ‘ so they don’t get trodden on’. The robust security systems, including a clear policy and visitor record ensures children remain safe. They follow simple house rules, practise road safety procedures on outings and discuss safety in the community to develop an acute awareness of their own safety. Regular emergency evacuation practices ensure their understanding of what to do should the need arise. Children understand boundaries through consistent methods to manage behaviour and build confidence and self-esteem as they receive praise and encouragement to acknowledge their positive actions.

The childminder organises her day very effectively to meet children’s individual care routines and preferences. Positive measures ensure resources meet their individual needs and support their play and enjoyment. Toys are rotated and supplemented with creative activities, making good use of recyclable materials. Attendance at local groups at the Sure Start centre supports this further. Children relate with obvious affection to the childminder as she listens to what they say, engaging them in conversation during play to think about what they are doing. Languages other then English are supported as children learn familiar words in Spanish and Czechoslovakian supported with written text and an excellent range of toys and resources excite and inspire children’s curiosity to explore and develop learning. Older children independently address their personal needs and know to wash their hands to minimise cross-infection.

Healthy eating is promoted and children benefit from nutritious range of snacks and drinks. They enjoy various meals in line with parental wishes to include home cooked meals with fresh produce. They learn about growing processes as they plant and tend fresh produce in the garden and look forward eagerly to picking and eating fresh fruits and vegetables. Children become critical and active learners through regular opportunities to express their imagination through a varied range of role play resources and small world toys. They develop an acute understanding of the wider world through engaging in discussions and learning through active play with positive images of diversity in play equipment, resources and books.

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
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 1
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

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