Hebs
16-07-2009, 10:06 AM
:clapping: :clapping:
Here is my report, i'm SO proud of it :D
Description of the childminding
The childminder was registered in 2009. She lives with her children aged 12 and nine years in the residential area of Jarrow in South Tyneside. The whole of the property of the childminder’s home are used for childminding. She has a dog and a leopard gecko as a pet. The childminder cares for children seven days a week from 7.00 to 19.00 for 48 weeks of the year.
The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding two children in this age group. She also offers care to children aged over five years to 11 years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The childminder is registered to provide overnight care for a maximum of two children. The childminder collects children from the local school and attends several toddler groups on a regular basis.
Overall effectiveness of the early years provision
Overall the quality of the provision is good. The childminder provides a very happy, welcoming environment where children are motivated and well cared for. Children access a range of equipment which is used well to effectively support their learning and development in most areas. Activities and assessments are based on the individual child which ensures that they make good progress. The childminder demonstrates a positive attitude to providing an inclusive environment where everyone is valued. She assesses the quality of service, care and education and is able to identify strengths and areas for further improvements. She has identified training to further support her practices, such as a childcare qualification NVQ level 3. Therefore, promoting continuous improvement.
What steps need to be taken to improve provision further?
To further improve the early years provision the registered person should:
support children in using a range of Information Communication Technology to include cameras, compact disc players, taper recorders and programmable toys.
make use of the Ofsted self-evaluation form and quality improvement processes as the basis of ongoing internal reviews.
The leadership and management of the early years provision
The childminder carries out a mental evaluation of the service she provides. She highlights the main strength of the service as being flexible to ensure continuity of care for the children. Effective, detailed records of risk assessments cover indoors, outdoors and outings. The childminder monitors any accident that have occurred and reviews the assessments accordingly. Consequently, children are well protected. The children begin to develop an awareness of how to keep themselves safe as they tidy away the toys.
Policies and procedures are very well organised and reflect the setting well. Parents are encouraged to look through them prior to a placement commencing. The childminder demonstrates a good knowledge of how she puts them into practice. For example, should a child become ill. All necessary records and consents are in place to protect children's welfare such as, emergency contact details. The childminder provides an inclusive environment where all children are welcomed and valued. A poster in the entrance area welcomes everyone in a number of languages. She has experience of caring for children with disabilities. She has a sound knowledge of how to adapt activities to meet the needs of all children. She ensures appropriate systems are in place, such as medication records and agreed behaviour management strategies. The childminder demonstrates a secure knowledge of safeguarding issues, which ensures children are well protected from harm. This is supplemented with a written policy. Toys and equipment are checked regularly and are in good order. Consequently, children explore safely using clean and well maintained resources.
The childminder has built secure relationships with parents. A clear record of information is sought from parents when their child first starts, which aids a smooth transition into her care. For example, children's likes, dislikes and dietary requirements. Clear, well written information is shared with the parent about their child's day which enables them to continue the child's learning at home. The childminder has formed secure links with other provisions that children attend which ensures continuity of learning. For example, they further explore the favourite nursery rhymes theme by making flying saucers.
The quality and standards of the early years provision
Children's learning and development is supported effectively. There is a good balance of planned and child initiated activities which supports their independence and keeps their interest. For example, they use blocks to build and change their model, showing increasing concentration. The childminder shows a commitment to developing her understanding of the Early Years Foundation Stage. She has identified training and familiarised herself with the supporting documentation which, is effective when assessing children's individual learning. She has developed systems that effectively link activities to the framework, therefore promoting outcomes for children. The childminder demonstrates a good knowledge of where each child is at in their learning which enables her to plan the next step. For example, a child's area for support is their language and communication skills. Planning and assessments show a range of activities to support this, such as singing, reading stories and supportive encouragement to copy familiar words.
Children thoroughly enjoy the time they spend with the childminder and thrive in the caring environment. For example, a child shows delight as she sits comfortably with the childminder looking at familiar story books. They explore colour and numbers through every day activities, such as, painting. They develop their social skills as they regularly attend playgroups and learn to negotiate their play with the support of the childminder. Children show care and concern for their belongings as they cuddle a teddy saying, 'Ar'. They develop an understanding of the wider world as they access a range of resources and celebrate events such as, 'Red Nose Day'. Children access a suitable range of resources for information technology, such as computers when they visit the library. They access some musical toys within the home environment. However, limited regular access to a range of programmable toys has a slight negative impact on their overall learning.
Children's good health and well being is promoted. They access regular opportunities for physical play. For example, visits to the park and soft play facilities. The childminder has a good understanding of the importance of providing a healthy and balanced diet based on children's individual requirements. Meals and snacks are freshly prepared and include a range of fruit and vegetables. Children independently access drinks to keep them hydrated. They are developing an awareness of good hygiene practices. The childminder provides regular explanations of why they wash their hands and the reasons not to eat food that has dropped on the floor. A written behaviour management policy is shared with parents. Appropriate strategies are used such as, distraction and discussion resulting in good behaviour.
:clapping: :clapping: :clapping:
Here is my report, i'm SO proud of it :D
Description of the childminding
The childminder was registered in 2009. She lives with her children aged 12 and nine years in the residential area of Jarrow in South Tyneside. The whole of the property of the childminder’s home are used for childminding. She has a dog and a leopard gecko as a pet. The childminder cares for children seven days a week from 7.00 to 19.00 for 48 weeks of the year.
The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding two children in this age group. She also offers care to children aged over five years to 11 years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The childminder is registered to provide overnight care for a maximum of two children. The childminder collects children from the local school and attends several toddler groups on a regular basis.
Overall effectiveness of the early years provision
Overall the quality of the provision is good. The childminder provides a very happy, welcoming environment where children are motivated and well cared for. Children access a range of equipment which is used well to effectively support their learning and development in most areas. Activities and assessments are based on the individual child which ensures that they make good progress. The childminder demonstrates a positive attitude to providing an inclusive environment where everyone is valued. She assesses the quality of service, care and education and is able to identify strengths and areas for further improvements. She has identified training to further support her practices, such as a childcare qualification NVQ level 3. Therefore, promoting continuous improvement.
What steps need to be taken to improve provision further?
To further improve the early years provision the registered person should:
support children in using a range of Information Communication Technology to include cameras, compact disc players, taper recorders and programmable toys.
make use of the Ofsted self-evaluation form and quality improvement processes as the basis of ongoing internal reviews.
The leadership and management of the early years provision
The childminder carries out a mental evaluation of the service she provides. She highlights the main strength of the service as being flexible to ensure continuity of care for the children. Effective, detailed records of risk assessments cover indoors, outdoors and outings. The childminder monitors any accident that have occurred and reviews the assessments accordingly. Consequently, children are well protected. The children begin to develop an awareness of how to keep themselves safe as they tidy away the toys.
Policies and procedures are very well organised and reflect the setting well. Parents are encouraged to look through them prior to a placement commencing. The childminder demonstrates a good knowledge of how she puts them into practice. For example, should a child become ill. All necessary records and consents are in place to protect children's welfare such as, emergency contact details. The childminder provides an inclusive environment where all children are welcomed and valued. A poster in the entrance area welcomes everyone in a number of languages. She has experience of caring for children with disabilities. She has a sound knowledge of how to adapt activities to meet the needs of all children. She ensures appropriate systems are in place, such as medication records and agreed behaviour management strategies. The childminder demonstrates a secure knowledge of safeguarding issues, which ensures children are well protected from harm. This is supplemented with a written policy. Toys and equipment are checked regularly and are in good order. Consequently, children explore safely using clean and well maintained resources.
The childminder has built secure relationships with parents. A clear record of information is sought from parents when their child first starts, which aids a smooth transition into her care. For example, children's likes, dislikes and dietary requirements. Clear, well written information is shared with the parent about their child's day which enables them to continue the child's learning at home. The childminder has formed secure links with other provisions that children attend which ensures continuity of learning. For example, they further explore the favourite nursery rhymes theme by making flying saucers.
The quality and standards of the early years provision
Children's learning and development is supported effectively. There is a good balance of planned and child initiated activities which supports their independence and keeps their interest. For example, they use blocks to build and change their model, showing increasing concentration. The childminder shows a commitment to developing her understanding of the Early Years Foundation Stage. She has identified training and familiarised herself with the supporting documentation which, is effective when assessing children's individual learning. She has developed systems that effectively link activities to the framework, therefore promoting outcomes for children. The childminder demonstrates a good knowledge of where each child is at in their learning which enables her to plan the next step. For example, a child's area for support is their language and communication skills. Planning and assessments show a range of activities to support this, such as singing, reading stories and supportive encouragement to copy familiar words.
Children thoroughly enjoy the time they spend with the childminder and thrive in the caring environment. For example, a child shows delight as she sits comfortably with the childminder looking at familiar story books. They explore colour and numbers through every day activities, such as, painting. They develop their social skills as they regularly attend playgroups and learn to negotiate their play with the support of the childminder. Children show care and concern for their belongings as they cuddle a teddy saying, 'Ar'. They develop an understanding of the wider world as they access a range of resources and celebrate events such as, 'Red Nose Day'. Children access a suitable range of resources for information technology, such as computers when they visit the library. They access some musical toys within the home environment. However, limited regular access to a range of programmable toys has a slight negative impact on their overall learning.
Children's good health and well being is promoted. They access regular opportunities for physical play. For example, visits to the park and soft play facilities. The childminder has a good understanding of the importance of providing a healthy and balanced diet based on children's individual requirements. Meals and snacks are freshly prepared and include a range of fruit and vegetables. Children independently access drinks to keep them hydrated. They are developing an awareness of good hygiene practices. The childminder provides regular explanations of why they wash their hands and the reasons not to eat food that has dropped on the floor. A written behaviour management policy is shared with parents. Appropriate strategies are used such as, distraction and discussion resulting in good behaviour.
:clapping: :clapping: :clapping: