Kerry, Andrea

Inspection report for early years provision

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314481 Unique Reference Number 27 September 2006 Inspection date Christine Tipple Inspector

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Integrated Type of inspection Childminding Type of care

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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.

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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.

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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

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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.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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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.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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WHAT SORT OF SETTING IS IT?

The childminder was registered in 1999. She lives with her partner and their two children, aged four and eight years old. They live in the town of Driffield. The childminder works with another registered childminder. She is near to the local park and other amenities for children, including primary and pre-schools where she takes and collects children from. The whole of the ground floor is used for childminding. There is a fully enclosed rear garden for outside play.

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WHAT SORT OF SETTING IS IT?

The childminder is registered for a maximum of five children under eight years old. When working with the co-childminder a maximum of 11 children. Currently, there are 20 children on roll, of whom seven are receiving nursery education funding. Children attend for both full and part time sessions. Both childminders have overall responsibility for the childminding practice.

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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 has a cat. The children are transported regularly in a car for outings and school runs.

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WHAT SORT OF SETTING IS IT?

The childminder is a member of the National Childminding Association. She is also a member of the childminding network and the local and county childminding support groups.

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Helping children to be healthy

The provision is good. Children are cared for in a clean and welcoming home where they learn the importance of effective hygiene practices. The childminder helps children to gain a good understanding of healthy bodies and to become increasingly independent in their personal care. The children understand the reasons why they need to wash their hands regularly, for example, before meals and snack time and after messy play, to wash off the germs. The childminder is thorough in her approach to ensure all reasonable steps are taken to prevent cross infection. Surfaces are kept clean and protective gloves are used for nappy changing. The childminder ensures her standards of hygiene are maintained through contact and advice from Environmental Health.

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Helping children to be healthy

There are excellent opportunities for all the children to practise and extend their physical skills and have exercise and fresh air on a daily basis. The children make good use of the well equipped garden, where they use a variety and balance of good equipment and toys to enhance their skills effectively to move around confidently and safely. The children have regular trips around the area which offer additional learning experiences, such as activity centres, gymnastic club and opportunities for swimming lessons. The children go for regular walks together. All these activities promote a positive approach to exercise being fun and the children are enthusiastic in their attitude. The children have tools and resources that help to promote their finer motor skills, such as the use of scissors, and to manipulate and fix materials, such as play-dough and construction resources.

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Helping children to be healthy

The children are provided with snacks and cooked meals each day. These are varied and overall offer a healthy and nutritious balance for them. The childminder plans the menus and cooks the meals each day. The children have meat, such as chicken breasts and lean mince; they have fish, pasta and rice as well as a selection of vegetables and fruit. The children are knowledgeable about healthy foods and why they are good for them. They have covered this in their topic on food which looked at the five portions a day programme of fruit and vegetables; this was shared with parents. A display made by the children demonstrated their understanding of eating in a healthy way. Children are involved in preparing and tasting different foods to extend their choices of what they eat. The babies' and toddlers' food is managed with the parents and the childminder to ensure their routines are followed. Meal times are promoted as social occasions

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Helping children to be healthy

and all the children sit down together each day. Children's dietary needs are recorded and managed effectively.

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Helping children to be healthy

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.

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Protecting children from harm or neglect and helping them stay safe

The provision is outstanding. The children are cared for in premises where the standard of safety is at a very high level. The childminder is vigilant in her approach in all areas of the provision which are exceptionally well maintained and enable the children maximise their play and learning. The range and use of the of space enables the children to actively move around with confidence to access the well-resourced facilities in place. The dedicated play room provides a source of valuable information for parents that demonstrate that children's needs are paramount. For example, photographs and procedures to be followed in the event of an emergency assure parents that their children are in safe hands through the childminder's expert knowledge and understanding of safety issues. Children have an excellent range of toys, resources and equipment that offer a wide range of very stimulating opportunities. These are very well maintained, are of excellent

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Protecting children from harm or neglect and helping them stay safe

quality and are monitored to ensure their ongoing safety and suitability for the children.

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Protecting children from harm or neglect and helping them stay safe

Children actively learn to keep themselves safe because the childminder has clear rules and routines in order to maintain their safety inside and outside of the home. The children have been involved with a range of excellent and challenging activities that promote safety, but enable the children to take some risks, for example, using knives to spread and cut with. The children have covered water, fire, home and sun safety. The children talk confidently about how to cross the road, to stop, look and listen and to all walk across together. The children know where the exits are in the house to get out quickly if there is a fire and to ring the fire engine. The children are well informed and very confident in what they do before each journey when using their car seats and belts, and why this is important. The childminder has attended excellent safety training and successfully achieved bronze and silver awards. There are clear

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Protecting children from harm or neglect and helping them stay safe

and thorough risk assessments carried out both inside and for outings. This includes a pre-visit to venues before the children attend to assess and take effective measures to ensure the children have fun and enjoy their trips out but in a safe way.

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Protecting children from harm or neglect and helping them stay safe

Children are effectively safeguarded because the childminder has clear and robust procedures in place. She clearly understands her role in child protection and is fully aware of the steps to take should a concern arise. She has attended training to ensure her skills and knowledge are kept up to date, which ensures children's safety and welfare is promoted very effectively.

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Helping children achieve well and enjoy what they do

The provision is good. Children are happy and settled and they thoroughly enjoy their time with the childminder and her family. The children relate well to each other and they are able to extend their social, physical and learning skills through regular visits to groups in the community and further a field. For example, visits to the local park, nature walks, and parent and toddler sessions. These provide the younger children with a very good range of social experiences and additional challenges in interesting settings. The children are part of circle time and enjoy the older children singing. Interaction and contact with the other children enables them to vocalise and develop their listening skills effectively. The relationships developed with both the children and the childminder are trusting and caring.

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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. The children are eager to participate. The childminder is sensitive to the children's individual needs. She ensures the younger children have a variety of experiences, such as creative and physical play, which are appropriate to their developmental stages. However, there is not a sufficient selection of natural materials for the children to easily access for themselves. The younger children sit with the childminder for regular cuddles which promote the children's well-being and sense of belonging. The childminder monitors and assesses the younger children's development using 'Tracker books' that link their progress to the components within the Birth to three matters framework. The older children have space to relax and do their homework.

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Helping children achieve well and enjoy what they do

There is a selection of games and they have access to the computer, and other activities are provided, which the children can make choices and decisions in what they want to do.

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Helping children achieve well and enjoy what they do

The teaching and learning is good. Children are making good progress towards the early learning goals. They are happy and interested in their play. The childminder has developed a good understanding of the Curriculum guidance for the foundation stage. She plans activities for children based on observations of what they know and can do. These are stimulating and actively engage the children in a purposeful way, which she adapts to meet the children's individual needs and interests. As a result, children are motivated and make good progress in their learning. However, ongoing access and self selection to some resources is not fully extended to enable children to develop their own ideas more effectively. Children relate well to each other and have developed close friendships. The children show care and concern towards the younger children and know how to play together co-operatively, sharing and taking turns. Children's

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Helping children achieve well and enjoy what they do

records of assessments are regularly updated and provide informative evidence through written observations and good use of photographs that clearly identify where the children need to be supported and challenged to make ongoing progress.

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Helping children achieve well and enjoy what they do

The children have good ongoing opportunities to talk and use language confidently in their relations with the childminder and each other. Children are developing their thinking skills through appropriate questioning and access to information around them. The children recognise the letters in their names and some write it on their creative work. There is a good display of letters of the alphabet around the playroom for the children to see each day. There are some additional opportunities for the children to practise writing and mark making in their play. The children are developing their understanding of letter sounds through the use of 'Jolly Phonics'. The children have a weekly book lending service that promotes reading at home with their parents. Children use numbers daily through their routines and in every day activities. They count to ten and some children above this. They use sequencing through patterns, and are

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Helping children achieve well and enjoy what they do

confident in naming a range of shapes. The children use mathematical language, such as more or less, longer or shorter, throughout their play, such as baking, water and sand play. The children have produced a graph where they measure and weigh themselves on a regular basis which they can see and discuss their progress.

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Helping children achieve well and enjoy what they do

Children are actively involved with an interesting range of experiences to explore and investigate their surroundings. The children plant seeds and bulbs in the garden and they discuss the importance of the sun and rain in helping them grow. The children have used the butterfly farm which they thoroughly enjoy. They watch the chrysalis develop to a butterfly and then they are able to release them into the wild. The children have visited the Buddhist centre and collected

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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. a range of information for their display. They use their world map to show where friends and family members live. Additional artefacts and photos extend children's awareness in understanding the differences within the wider world. Children have resources provided that offer a variety of creative activities such as collage, painting and printing. The children enjoy music and playing instruments. Children are engrossed in their role play and enjoy acting out their experiences. This develops their imaginary skills very well. The children enjoy sharing their news at circle time, which they are keen to participate in. Physical activities are excellent and the children receive a full range of experiences that enable them to fulfil their potential.

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Helping children make a positive contribution

The provision is outstanding. The children are welcomed into the childminder's home and they have equal access to the resources and activities provided. They learn about the wider world through innovative and well planned approach to activities to celebrate festivals such as Chinese New Year and visits in the area such as the Buddhist centre. They have access to a range of good resources depicting all areas of equal opportunities. The children have excellent access to community activities which extends the children's experiences. The childminder extends the range and selection of her resources and equipment for the children through regular use of the toy library. The childminder takes account of all the children's individual needs and this is shared with parents to ensure she is highly effective in meeting those changing needs. Children with learning difficulties and physical disabilities are well supported by the childminder who is experienced

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Helping children make a positive contribution

and is inclusive in her approach and attitude.

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Helping children make a positive contribution

Children's behaviour is excellent. The childminder provides a positive role model for the children in her attitude in being courteous and respectful and caring in her approach. This impacts on the children as they demonstrate high levels of understanding about responsible behaviour in their approach to the boundaries and routines in place. These are minimal but effective and are consistently applied by the childminder and co-childminder. Children show care and concern for each other when playing together in a co-operative way, they show a mature approach to sharing, taking turns and assisting one another. For example, helping each other with the jigsaw game. They are developing their negotiating skills very well to resolve minor conflicts between themselves. Children's spiritual, moral, social and cultural development is fostered appropriately.

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Helping children make a positive contribution

The partnership with parents and carers is outstanding. There is a detailed and comprehensive welcome pack which includes information on the childminder and co-childminder and clear details of their policies and procedures. There is clear information on how the Birth the three matters framework is used with the children. Later, as the children reach the age they are funded, parents receive excellent information on all aspects of the Foundation Stage. This establishes an exceptional two-way communication process which enables parents to be fully involved in their child's development and learning. The childminder keeps parents informed on a daily basis both verbally and with a notice which is displayed on the activities and menu details for the week. This ensures parents know what activities are provided and the personal care of their children. The children have well evidenced and detailed individual records on their

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Helping children make a positive contribution

development and ongoing progress. These are accessible at all times to parents, every three months they go home with the parents to look at in more depth. Additional time is made

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Helping children make a positive contribution

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. available for parents if they want to discuss anything in more detail. The childminder is pro-active in seeking their comments through open evenings and through questionnaires. This has produced very positive results which were highly favourable to the excellent quality of care and commitment of the childminder. Supplementary information is regularly shared through the well-presented newsletter. This ensures parents are aware of activities, events, outings, children's birthdays and any other issues, such as changes to policies or amendments to practice. For example, parents were notified of the new legislation in relation to seat belt restrictions for children.

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Organisation

The organisation is good. The childminder is well organised and efficient in all aspects of her provision. The children are welcomed into a safe and well-resourced environment that benefits their well-being. Space, both indoor and outdoor, is set out to promote purposeful play opportunities for the children to ensure their ongoing development. They are able to move around safely, confidently and independently and have appropriate access overall to choose and select most resources themselves. The childminder organises her time very well to effectively meet the needs of the children.

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Organisation

All documentation is reviewed regularly and changes implemented where appropriate, such as reviewing the risk assessments and the contracts with parents. This is a shared approach with the co-childminder and they work closely together to ensure the quality of care. The childminder is committed to maintaining relevant and up to date knowledge of childcare practice She uses the internet for her studies, attends a range of other training courses and has access to other childcare literature, such as the National Childminding magazine and the Local Authority training manual, to maintain and improve her skills. She is actively involved with the local and county childminding support groups. The childminder offers high quality opportunities through her sound and informed knowledge of childcare and development.

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Organisation

There is regular contact with the childminder network co-ordinator, who offers positive support and additional training information. She provides ongoing guidance and is a link with the national perspective on childminding. The local authority advisor also visits the childminder in relation to the nursery education provided. Reports are provided to ensure there is a record of discussions, which can include advice on how to continue to develop the care and education for the children. Overall the provision meets the needs of the range of the children for whom it provides.

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Complaints since the last inspection

Since the 1st April 2004 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

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Complaints since the last inspection

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. required to keep a record of complaints made by parents, which can be seen on request. The complaints record may contain complaints other than those made to Ofsted.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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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.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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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): • develop the range of natural resources and materials that are accessible for the younger children

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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): • extend opportunities for children to access resources and equipment more independently throughout the session, particularly in creative activities.

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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

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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.

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