Setting

Inspection report for early years provision

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EY101688 Unique Reference Number 26 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 has been registered since 2002. The childminder works with another registered childminder and minds from her co-childminders house. The co-childminder lives with her partner and two children aged four and eight years. They live in a house in the town of Driffield. She is near to the local park and other amenities for children including primary and pre-schools. 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 six 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. There is a cat on the premises. The childminder uses the car regularly for childminding purposes.

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WHAT SORT OF SETTING IS IT?

The childminder is a member of the National Childminding Association and the local network, she is also involved with the local and county childminder support groups.

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Helping children to be healthy

The provision is good. Children are cared for and supported in a welcoming and clean environment where they learn the importance of good and effective hygiene practices. The childminder is thorough in her approach to ensure all reasonable steps are taken to prevent cross infection. Surfaces are kept clean with anti-bacterial wipes and protective gloves are used at each nappy change. The children gain a positive approach to keeping their bodies healthy through the well planned activities and topics provided for the children. They are developing their independence in their personal care through good access to the facilities in place. The children understand the reasons why they need to wash their hands regularly. For example, after using the bathroom and playing outside, the children stated that this was to wash off the germs.

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Helping children to be healthy

The children are provided with snacks and cooked meals each day. These offer the children a variety and balance which promote a healthy and nutritious selection for them. The childminder is involved in the planning of the menus for the children and has a good awareness and understanding of nutritious foods. The responsibility for the preparation and cooking of the meals is managed by the co-childminder. The children have meat and fish along with pasta and rice, as well as a selection vegetables and fruit during the week. The children are knowledgeable about what foods are good for them and what are not. The children carried out an activity that discussed the importance of five portions a day of fruit and vegetables, this was shared with their parents. The children also made a collage that is displayed which shows various healthy foods and what they like to eat. Children are involved in preparing and tasting different foods

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Helping children to be healthy

to extend their choices and understand more about healthy foods. The babies and toddlers food is managed along with the parents and the childminder to ensure their routines and needs are met effectively. Meal times are seen as social occasions and all the children sit together, which encourages them to try all that is provided.

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Helping children to be healthy

There are excellent opportunities provided for all children to practise and extend their physical skills and to be outside, to have fresh air and exercise all year round. This includes the youngest children who sleep and play outside. The garden is well equipped and used by the children with confidence on a daily basis. They have a good selection and variety of equipment and toys to enhance their balancing skills and coordination very effectively. The children have regular trips out around the area which offer additional challenges and experiences, such as activity play centres, gymnastic club and on occasion swimming lessons. The children go for regular walks together. All these activities promote a balanced approach to exercise being fun. The children have access to a good selection of smaller tools and resources that promote their manipulative skills, such as the use of scissors, play dough and utensils at meal times.

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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. Children are cared for in premises where safety issues are excellently managed and are highly effective in approach. The childminder has a shared role to check and monitor all aspects of the provision to ensure these are well maintained and continue to offer a safe environment for the children. The areas used provide excellent space which enables the children to move around and access all the facilities confidently. Children have a extensive range of toys, resources and equipment that provide them with a wide range of experiences and stimulating play opportunities. These are very well maintained and of a good quality and this is managed through regular ongoing checks. The dedicated play room has a range of detailed information for parents which clearly demonstrates that children's safety needs are of the highest importance. There are clear comprehensive procedures in the event of a fire or any other emergency, which offers

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Protecting children from harm or neglect and helping them stay safe

positive reassurance to parents. The childminder has developed her knowledge of safety issues to a very high standard of competence.

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Protecting children from harm or neglect and helping them stay safe

Children learn to keep themselves safe because the childminder actively involves the children, which enables them to take some risks in their play. There are very clear and effective rules and routines to maintain and ensure the children's safety inside and outside of the home. The childminder has attended additional safety training where she successfully completed her bronze and silver awards. There are extensive and thorough risk assessments carried out for both inside and outside the home. The childminder pre-visits venues for outings prior to the children attending to assess suitability and safety precautions. The children have participated in a range of excellent and highly effective activities that promote safety in various situations. For example, fire, water and home safety. The children talk confidently about how to cross the road, to stop, look and listen, where the exits are to get out quickly if there is a fire and to ring for the fire

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Protecting children from harm or neglect and helping them stay safe

engine. The children are well informed and confident in what they do before each journey when using their car seats and belts, and why this is important.

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Protecting children from harm or neglect and helping them stay safe

The childminder has detailed and robust procedures in relation to child protection. She has attended training to ensure her skills and knowledge are kept up to date, which ensures children's safety and welfare is managed very effectively.

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Helping children achieve well and enjoy what they do

The provision is good. The children come in to the childminder's with smiles on their faces and they are happy and settled. They thoroughly enjoy their time and are actively involved in what is provided for them. 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 afield. For example, visits to the parent and toddler sessions, local childminder support group. These provide the younger children with a very good range of social experiences and extend the challenges for them in interesting settings. The babies and toddlers are part of circle time and they clearly enjoy and participate with the older children in the singing and actions songs. The relationships and the contact with the other children supports them to develop their language and social skills. These relationships enable the children to build their trust in a caring environment.

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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 keen to participate in what is provided by the childminder. She is sensitive to the children's individual needs. The younger children sit happily with the childminder for cuddles and reassurance which enhances the children's confidence and sense of belonging. She ensures the younger children have a variety of experiences, such as painting, water, sand and play dough, which reflect their stage of development. However, there is not a sufficient selection of natural materials for the younger children to easily access themselves. The childminder monitors and assesses the younger children's development using tracker books which show what the children are doing and how they progress in line with the Birth to three matters

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Helping children achieve well and enjoy what they do

framework. The older school children have space to relax and do their homework. Games and access to the computer and other activities are provided for their needs. They enjoy being with the other children and take a caring role with them.

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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 a sound understanding and knowledge of the early learning goals and the stepping stones. The planning offers the children activities which reflect what they know and can do. The childminder promotes topics that will interest the children but ensures they meet the children's individual needs. The children are interested and motivated which supports them to make good progress in their learning. However, the opportunities for the children to self-select some resources are not fully extended to enable them to develop their own skills and ideas more effectively. The children have formed good relationships and made friends. The children show care and concern to younger children and know how to play together in a cooperative way to share and take turns. Children's records

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Helping children achieve well and enjoy what they do

of assessments are completed by the childminder on a regular basis through the ongoing evidence collated from observations and photographs. These clearly identify the children's progress and attainment and what additional challenges and support are required.

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Helping children achieve well and enjoy what they do

The children have good ongoing opportunities to talk and use language in all aspects of their play and learning. They talk confidently with each other and with the childminder; this is particularly evident at circle time. The childminder uses appropriate questioning with the children to enable them to discuss what they are doing and why, in a confident way. Children use numbers daily through their routines and in everyday activities. They count to 10 and some children count above this. Some children recognise numbers in other contexts such as on displays and the number board. They use sequencing through various patterns, and are familiar with a range of shapes. The children use mathematical language in their play, such as more or less, heavy, and longer, through activities such as water, sand play and baking. The children each have set up their own graph which shows their height and weight. The children measure and weigh

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Helping children achieve well and enjoy what they do

themselves and plot this on their graph where they can assess their own development. Children recognise the letters in their names and each others', and some children are able to write it on their work. There are some additional opportunities for the children to practise their writing and mark making skills. The childminder displays a letter of the alphabet each week and the children bring objects from home that begin with that letter. The children are extending their understanding of letter sounds through the use of Jolly Phonics. The childminder provides a weekly book lending service that enables the children and their parents to read together.

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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. Children have a very good variety of interesting experiences which enable them to explore and investigate their environment. The children have used the butterfly farm kit where they watch the chrysalis develop through the various stages to a butterfly and the children then set them free. They plant seeds and bulbs in the garden and the children talk about the need for the sun and rain to make them grow. The children watch the seasons change, collect snow and watch it melt, and go on nature walks. They use their world map to highlight which countries they have visited or where friends and family live. The parents brought in additional artefacts, clothing and photo's which added reality for the children in developing their understanding of

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Helping children achieve well and enjoy what they do

differences in the wider world. The children have excellent opportunities for role play; they have a play house outside where they have their space to play and act out their experiences to full effect. This develops their imaginary skills very well. Children have resources provided that offer them a selection of creative activities, such as modelling, collage, paints and crayons. They have regular opportunities to play instruments and they enjoy singing together. Physical activities are excellent and the children receive challenging experiences that enable them to maximise their skills.

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Helping children make a positive contribution

The provision is outstanding. The children are made very welcome and their individual needs are supported and highly valued. They are learning about the wider world through the well planned and innovative activities provided. The children celebrate festivals such as Chinese New Year, and go out on visits in the area, such as to the Buddhist centre. They have access to a range of stimulating resources depicting all areas of equal opportunities. The children have excellent access to community activities, which supports the childminder's approach. The childminder makes full use of the local toy library to supplement her equipment to provide an increased variety and range. The childminder takes account of both the parents' and children's ongoing needs to ensure she is highly effective in meeting them. Children with learning difficulties and physical disabilities are well supported by the childminder, who is pro-active in her approach.

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Helping children make a positive contribution

Children's behaviour is excellent. The children demonstrate high levels of understanding about their behaviour and respond well to the boundaries and routines in place, which are minimal but very effective and are consistently applied by the childminder and co-childminder. Children show high levels of care and concern for each other when playing together. They have a positive understanding as to why it is important to share, take turns and help each other. For example, helping to put each others' shoes on for outside play. They are developing their negotiating skills very well in resolving minor incidents 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. They are provided with a detailed and comprehensive welcome pack which includes information on the childminder and co-childminder, and details of their policies and procedures. It also includes the aims and objectives of the childminding service, and the framework for play and provision for the under three year olds. When the children receive funding, additional well presented information and guidance is provided for parents on the Foundation Stage. This establishes an exceptional twoway communication process which enables parents to fully participate in their child's development

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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. and learning. The childminder ensures that daily discussion about the service provided keeps parents informed about their child's activities. The children have comprehensive individual records on what they are doing and their ongoing progress. These are accessible at all times and are also sent home every three months for the parents to look at in more detail. Additional time is made during the week for parents to talk with the childminder as required. The childminder seeks parents comments through open evenings and questionnaires. These are very positive in their responses which are highly favourable to the quality of care and commitment by the childminder. Supplementary information is regularly shared through the

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Helping children make a positive contribution

detailed newsletter. This ensures parents are consistently aware of the activities, events, outings, children's birthdays and any other issues, such as changes to policies or amendments to practice.

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Organisation

The organisation is good. The childminder is efficient and professional in her approach, this results in her being well organised. 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 engage the children in purposeful play opportunities to ensure their overall development. They are able to move around safely, confidently and independently and the childminder organises her time to effectively meet the needs of the children.

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Organisation

All documentation is reviewed regularly with the co-childminder. It is a shared approach on all aspects of the childcare and education and changes implemented, where appropriate, are a joint decision, such as reviewing the risk assessments and the contracts with parents. The childminder is committed to maintaining relevant and up to date knowledge of child care practice through training and achieving a childcare qualification. She is involved with the local and county childminding support groups. The childminder offers good opportunities for the children in their play and learning through her informed knowledge of childcare.

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Organisation

There is regular contact with the childminder network coordinator who offers positive support and additional training information, which is shared with her by the co-childminder. 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 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 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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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.

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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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