Setting

Inspection report for early years provision

p.1

EY275442 Unique Reference Number 19 September 2006 Inspection date Sue Taylor Inspector

p.1

Integrated Type of inspection Childminding Type of care

p.1

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.

p.1

ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

p.2

The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough

p.2

The key inspection judgements and what they mean

For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are satisfactory. the time of the inspection there were no children in receipt of nursery education. Ofsted judges that the provider remains suitable to provide nursery education.

p.2

WHAT SORT OF SETTING IS IT?

The childminder was registered in 2004. She lives with her husband, a registered childminder, and their three children aged two (twins) and five, in St Leonards. Rooms on two floors of the property are used for childminding and there is a fully enclosed garden for outside play.

p.2

WHAT SORT OF SETTING IS IT?

The childminder is registered to care for a maximum of three children at any one time and for two children overnight. This varies when working with another childminder or assistant. She and her husband are currently minding a total of 15 children throughout the week, six of whom are aged over eight years. The childminder occasionally attends the local toddler group. The family has three cats and fish.

p.2

WHAT SORT OF SETTING IS IT?

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. The childminder supports children with learning difficulties. She is a member of an approved childminding network and is able to receive funding for the early education for three and four-year-olds. At the time of the inspection the childminder was not caring for any funded children.

p.2

Helping children to be healthy

The provision is good. Children are cared for in very clean premises with good natural light. They learn about the need for personal hygiene from the childminder, as she follows suitable practices. She reminds children to wash their hands after using the toilet and before eating. Children use liquid soap and one-use flannels for hand drying that helps prevent cross infection. Information shared with parents regarding the care of sick and injured children ensures that children’s continued welfare has priority.

p.3

Helping children to be healthy

The childminder has a variety of fruit that is available to children daily. She provides a healthy balanced diet. Children have items such as crisps or biscuits but these are limited. The nutritious meals provided are home cooked and enjoyed by the children. Regular drinks help prevent dehydration with children able to ask for more. Young children have easy access to their beakers so they can control their own thirst needs.

p.3

Helping children to be healthy

Children have good opportunities for playing outside in the fresh air. Varied activities help support children’s physical growth. For example, their hand-eye coordination develops as they use scissors, glue sticks and paintbrushes. They gain skills as they ride trikes or use the swing and slide. They gain a sense of space as they play, with older children taking care when younger children are around. Children develop warm and caring relationships with the childminder and other children. This supports their emotional well-being.

p.3

Protecting children from harm or neglect and helping them stay safe

The provision is good. Children benefit from the safe and secure environment. With risks minimised, such as with the use of safety gates, children can explore their play space safely. Toys, equipment and resources are of good quality. Organised storage ensures children access age appropriate play materials. By having young children’s toys in floor level boxes children are able to make their own safe choices about their play. The childminder provides effective supervision and with her co-childminder ensures children are kept protected from unvetted persons.

p.3

Protecting children from harm or neglect and helping them stay safe

Children learn to keep themselves safe as the childminder gives explanations. For example, the older children know to keep doors and safety gates shut and that this is to keep the younger children safe. When out and about children learn how to cross roads safely. They use suitable car restraints and the childminder is very aware of recent changes in legislation. A measured line drawn by the front door allows older children to see why they may have to use a booster seat in the car.

p.3

Protecting children from harm or neglect and helping them stay safe

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. The childminder has a secure understanding of her role in relation to child protection. She is due to attend training to enhance her current knowledge. Written information, which is shared with parents, informs of her responsibilities in safeguarding children’s welfare.

p.3

Helping children achieve well and enjoy what they do

The provision is good. Children gain from the welcoming, friendly and homely environment. They develop a very good relationship with the childminder and benefit from mixing with other children of different ages. As a result, children are relaxed and happy. The older children returning from school can play games or relax in front of the television. Other children freely access resources such as the home corner or dressing up clothes.

p.4

Helping children achieve well and enjoy what they do

The childminder gets to know all children well and uses this knowledge to ensure activities are interesting to them. She does not record children’s development in line with the Birth to three matters framework or fully identify children’s next steps, though she has plans to do so. The childminder spends time talking and listening to children, encouraging their communication skills.

p.4

Helping children achieve well and enjoy what they do

Good interactions between the child and childminder during nappy changes make it a positive experience, where the child is relaxed and cooperative. Young children benefit as they have space to explore the environment. Toddlers learning to walk are able to pull themselves up to standing, around the room. As a result, they begin to develop independence and make a choice about their play.

p.4

Helping children achieve well and enjoy what they do

The quality of teaching and learning is satisfactory. The childminder plans activities that enable her to ensure that the six areas of learning within the Foundation Stage curriculum are covered. In addition, she is able to provide activities that non-funded children can participate in as well. This helps demonstrate that children can learn as they play. Available past plans are clear and show a good variety of activities. The childminder adapts activities to meet a child’s individual needs.

p.4

Helping children achieve well and enjoy what they do

Through using the Stepping Forward profiles, children’s achievements are recorded. This shows children’s progress through the stepping stones towards the early learning goals. These records were not always used effectively to identify and plan for children’s next steps in their learning.

p.4

Helping children achieve well and enjoy what they do

The positive relationships children have with the childminder develops their confidence and self-esteem. They gain independence as they can go to the toilet on their own or make choices about their play. Children easily access a broad selection of books. The childminder identifies children’s favourite stories and reads books with them. Children’s pre writing skills are supported as they use pencils and paintbrushes. Children learn to count through songs and play. They get to weigh ingredients during cooking activities or measure their height.

p.4

Helping children achieve well and enjoy what they do

Children learn about the local environment and make connections as they look at maps. They discover about life cycles, look at minibeasts and smell the herbs in the garden. As they play

p.4

Helping children achieve well and enjoy what they do

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. with coloured rice or use different materials to create collages they explore texture. Children’s imagination is supported as they use resources such as the train track or dolls.

p.4

Helping children make a positive contribution

The provision is good. With their individual needs acknowledged, children are confident and develop positive self-esteem. They have a sense of belonging, as they know the daily routines and are able to make choices about how they spent their time. Children feel welcomed and at ease in the childminder’s home. The spiritual, moral, social and cultural development of nursery education funded children is fostered.

p.5

Helping children make a positive contribution

Children's interests are valued and incorporated in the activities. They have a range of resources to play with that show positive images of other cultures and disability. As a result, children have a growing awareness of the wider world. The childminder has experience of caring for children with learning difficulties and ensures their needs are met.

p.5

Helping children make a positive contribution

Children behave very well, benefiting from the meaningful praise and encouragement given by the childminder. The childminder sets clear and consistent boundaries, as a result children develop an understanding of acceptable behaviour. They learn to take turns, share toys and help tidy up.

p.5

Helping children make a positive contribution

Relationships with parents are good. They receive good written information about the childminder and her practice. Verbal feedback and daily contact books for the younger child ensures parents are informed about their child’s day. The partnership with parents of children who receive nursery education is satisfactory. They are informed of their child’s progress to the early learning goals via the Stepping Forward assessment record and through verbal feedback. However, there is little information shared about the Foundation Stage and how children learn as they play. Parents are not fully involved in supporting their child’s continued learning at home. The positive relationships developed with parents overall, help children feel secure and happy.

p.5

Organisation

The organisation is good. Children benefit from the well-organised environment and day. They have easy access to a wide range of resources and activities. Children receive good attention from the childminder. Their learning in all areas is supported by the wide range of activities both indoors and outside. The childminder integrates care and education well and as a result, children’s overall development is encouraged.

p.5

Organisation

The childminder, along with the co-childminder, ensures all required records and documentation are up to date and well maintained. Parents receive detail about the childminders’ practice that includes a complaint procedure in line with current guidelines. The childminder has a good understanding of her role and responsibilities.

p.5

Organisation

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. The childminder is committed and benefits from the network coordinator's ongoing support. She is aware that she needs to evaluate the nursery educational provision more to identify strengths and areas for improvement. She continues to improve her knowledge and understanding by attending further training courses such as Extending Childminding Practice. The childminder meets the needs of the range of children for whom she provides.

p.5

Improvements since the last inspection

At the last inspection the childminder was asked to develop her knowledge and understanding of child protection issues. She has a more secure awareness of the issues and processes involved and this helps safeguard children's welfare. She plans to attend an advanced course in child protection that will increase her knowledge and understanding further.

p.6

Complaints since the last inspection

Since the last inspection there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards. The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

p.6

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.6

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

p.6

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are satisfactory. the time of the inspection there were no children in receipt of nursery education. Ofsted judges that the provider remains suitable to provide nursery education.

p.6

The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • consider recording children's progress, identifying the next steps in their development and work towards these in line with the Birth to three matters framework

p.6

The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): • continue to develop planning to show how children's individual learning needs and identified next steps are met

p.6

The quality and standards of the nursery education

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. • ensure parents are fully informed about the Foundation Stage, how their child's learning is promoted and how they can support their child's learning at home • evaluate the nursery educational provision effectively to identify strengths and areas for improvement

p.6

The quality and standards of the nursery education

set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk

p.7

The quality and standards of the nursery education

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.

p.7