Setting

Inspection report for early years provision

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EY330816 Unique Reference Number 13 June 2007 Inspection date Gillian Charlesworth Inspector

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Childcare Type of inspection Childminding Type of care

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This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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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

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE

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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WHAT SORT OF SETTING IS IT?

The childminder was registered in March 2006 and is a member of the National Childminding Association (NCMA).

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WHAT SORT OF SETTING IS IT?

She lives with her husband and two children age one and four years in a house, in the residential area of Linslade in Leighton Buzzard, Bedfordshire. The family have no pets.

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WHAT SORT OF SETTING IS IT?

The whole ground floor of the childminder’s house is used for childminding. Toilet facilities and space for undisturbed sleeps are provided on the first floor. There is a fully enclosed garden for outside play. It is on two levels and always supervised.

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WHAT SORT OF SETTING IS IT?

The childminder has a car to transport children and takes children on walks locally. She attends parent and toddler groups regularly.

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WHAT SORT OF SETTING IS IT?

The childminder is registered to care for two children at any one time and is currently minding one child who attends on a full-time basis.

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WHAT SORT OF SETTING IS IT?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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Helping children to be healthy

The provision is good. Children have frequent opportunities to play in the fresh air and enjoy physical activity which contributes towards a healthy lifestyle. Children often walk to and from school in the fresh air. There are flexible routines that allow young children to pursue their interests and make healthy choices. For example, they use the garden on demand and enjoy a wide range of activities outside. Equipment such as slides are provided to extend children’s physical skills. Children progress from a small slide to a large slide during the session and enjoy climbing higher with close supervision. Children have appropriate periods of rest and relaxation. They have separate rooms for undisturbed sleep after lunch when they become tired. They settle down with favourite toys to support their emotional well-being.

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Helping children to be healthy

Children learn the importance of personal hygiene through the routine. The childminder consistently helps young children to wipe their hands before and after snacks and meals, and to wash their hands after using the potty. They are effectively protected from the risks of cross-infection through excellent nappy changing procedures that are relaxed and personal. A written sickness policy is shared with parents and sets out expectations for exclusion periods and arrangements if children become unwell or require medication. This is complemented with additional comprehensive information defining specific illnesses and recommended exclusion periods. Arrangements to ensure that children have appropriate first aid treatment and administering of medication are effective.

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Helping children to be healthy

Children have drinks readily available throughout the session. Planning for individual children takes account of their growing independence and provides opportunities for children to progress from beakers to cups. Children enjoy a variety of nutritious foods. For breakfast they enjoy cereal and fresh fruit and can choose from a variety of fruits when they ask for more; without being overwhelmed. A written food and drink policy sets out arrangements for parents and the weekly menu is displayed which includes home-cooked options. Children are gently encouraged to try unfamiliar foods such as cucumber and pineapple to accompany cheese scones.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are cared for in a particularly welcoming and comfortable environment. Security is given a high priority as the childminder consistently locks the front door and stores the key close by, but out of reach of children. Child-size furniture enables children to access activities such as mark-making on demand. Posters, planning and children’s activities are displayed. A wide range of age-appropriate stimulating indoor and outdoor resources are accessible. The childminder’s activity plans are resource led and enable children to experience a wide variety of activities.

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Protecting children from harm or neglect and helping them stay safe

There are thoughtful procedures for keeping children safe from harm. These include generally good supervision and an outdoor policy and safety policy informing parents of general safety procedures. Detailed written risk assessments work in practice to identify hazards and any action required to minimise them. Children are encouraged to begin to learn how to keep themselves safe through the childminder's explanations. For example, when children use buggies that are too big for them or rush around in the garden excitedly. Appropriate fire safety procedures are in place to protect children in the event of an emergency. These include a written

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Protecting children from harm or neglect and helping them stay safe

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 evacuation procedure that is practised; a plan of the premises; and documented weekly checks on smoke alarms.

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Protecting children from harm or neglect and helping them stay safe

Children’s welfare is safeguarded and protected. The childminder has a wide range of child protection guidance materials readily available for reference purposes if required. She has attended training and therefore has knowledge of signs and symptoms of abuse and can follow appropriate recording and reporting procedures. Accurate incident records are completed where injuries have occurred outside the minding home.

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Helping children achieve well and enjoy what they do

The provision is outstanding. Children are happy, settled and self-assured in the vibrant setting. They are highly valued by the childminder and play a dynamic role in their own learning because they are actively encouraged to follow their interests and ideas. For example, they choose to move between indoors and outdoors according to their immediate interests. This is actively encouraged by the childminder who is adaptable.

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Helping children achieve well and enjoy what they do

Children thrive on the excellent interactions with the childminder. They are fully included in the life of the setting as the childminder explains and involves them in routines. For example, preparing them to go outside with hats and sun-cream. The childminder optimises their enthusiasm as she catches sight of an aeroplane and they have fun waiving and talking about sight and sound. As the childminder engages them in conversation over lunch, she appears genuinely interested. She successfully encourages their impulse to communicate by playful interactions and questions to help children recall their earlier experiences.

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Helping children achieve well and enjoy what they do

Children enthusiastically take part in a broad range of purposeful and developmentally appropriate indoor and outdoor activities that are planned and unplanned. Weekly plans show carefully chosen resources that stimulate children’s impulse to explore and experiment. For example, young children actively play with the planned resources indoors; they develop imaginative ideas combining small world and construction materials and can access mark making equipment to draw illustrations and make connections. Monthly planning sheets are individual to each child and focus on their personal, social and emotional learning needs. For example, potty training, holding hands on outings, sorting, colours and socialising. Each month, the childminder skilfully identifies the next steps in their learning and helps children work towards these. For example, by providing practical activities such as potato printing to develop their

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Helping children achieve well and enjoy what they do

Children are confident in making choices to move between activities both inside and out. They have a strong impulse to explore and enthusiastically enjoy an extensive range of outdoor activities. The childminder skilfully supports them in each activity. For example, she helps children to use their senses by facilitating ‘magic painting’. She provides brushes, aprons and individual pots of water; talking to children about the ‘magic’ as it evaporates. Children delight in this activity and are inspired to return to it during the session. Children draw with chalks on the paving; watching, and expressing their feelings as the childminder draws a teddy. They delight as they fill containers with sand and enjoy using siphons. The pace of every activity is relaxed and children take the lead, developing their skills and concentration based on their immediate interests. For example, their much-loved dolls from home are highly valued as

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Helping children achieve well and enjoy what they do

children re-enact familiar situations caring for their baby. They move their dolls between areas and are purposefully encouraged by the childminder to develop care routines through role play.

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Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 When children are satisfied their baby is settled they are confident to continue exploring the resources.

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Helping children achieve well and enjoy what they do

Displays, photographs and scrap books of children’s work include narrative comments linked to the ‘Birth to three’ matters framework. For example, a photograph of children using a camera reflects children as ‘Competent Learners’; ‘exploring and experimenting imaginatively’. By having these pictorial examples readily available, this helps children to recall and feel proud of their achievements and consequently develop high self-esteem.

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Helping children make a positive contribution

The provision is good. Children feel a strong sense of belonging and are treated with equal concern. The childminder is successful in helping children feel good about themselves because she is committed to listening and responding to their needs and interests. Children learn about the local community and wider world through outings. Resources and activities to help children learn about diversity through play are in the development stage. The childminder is aware that some children have a range of learning difficulties and/or disabilities and is willing to meet these needs. She is experienced in caring for children with a variety of needs although is not yet proactive in anticipating what may be needed for children with learning difficulties and/or disabilities where children are admitted to the setting or a need is identified. Consequently, making reasonable adjustments to meet children’s needs are not anticipated. Responses are therefore potentially

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Helping children make a positive contribution

on a reactive bases rather than informed research.

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Helping children make a positive contribution

Children behave well because they are valued and consistently supported by the childminder who is a good role model. They respond well to the childminder’s suggestions to treat resources respectfully and to play harmoniously together. Children are valued and praised for their achievements and recognise this. For example, imitating the childminder and saying ‘well done girls’ when they are getting ready to go outside. They received effective encouragement to help them take responsibility and young children identify that tidying away is ‘team work’.

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Helping children make a positive contribution

Children benefit from the successful relationships the childminder has developed with parents. Individual daily diaries complement the effective verbal feedback for young children and provide a valuable account of children’s experiences and routines. Written agreements, parental permissions and children’s records are sought and updated. Activity and menu plans are displayed and parents agree written policies and procedures at the outset. They can access a variety of information at any time from the childminder’s portfolio. This includes background information on the setting, written policies, and vetting of adults. A complaints procedure outlines arrangements to record concerns.

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Organisation

The organisation is good. Children’s welfare and development is generally protected and safeguarded. The childminder has a professional approach and is committed towards her role. She is highly skilled and is an experienced, qualified Nursery Nurse. She has identified areas to improve her practice such as equality of opportunity. However, the childminder is new to the role as a childminder therefore evaluation procedures are not yet systematic. As a result, some areas of her practice such safety and learning difficulties and/or disabilities are not yet fully developed. Documentation is extensive and conscientiously organised for the safe management of children. Written policies and procedures are individual to the setting, shared with parents and are used to guide practice.

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Organisation

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 Children’s attendance is effectively planned so that they are well supported and this enhances children’s experiences and enjoyment. Indoor and outdoor space and activities are organised to maximise play opportunities for children. Overall children's needs are met.

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Complaints since the last inspection

Since registration 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.

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Complaints since the last inspection

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.

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THE QUALITY AND STANDARDS OF THE CARE

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE

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

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • develop a proactive approach towards inclusion of children who may be admitted to the setting or identified with learning difficulties and/or disabilities (for example, anticipating reasonable adjustments).

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The quality and standards of the care

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 care

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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