Wynn, Audrey

Inspection report for early years provision

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302397 Unique Reference Number 21 May 2007 Inspection date Stephanie Joy Bennett Inspector

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Integrated 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 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 outstanding. 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 outstanding.

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WHAT SORT OF SETTING IS IT?

The childminder was registered in 1983. She lives with her husband and two children, of whom one is an adult and one is age 15 years, in the area of Steeton, close to Keighley. The childminder also works with three other co-minders and an assistant. The whole of the ground floor and a first floor bedroom is used for childminding and there is a fully enclosed garden for outside play. The family have rabbits. A maximum of six children may attend at any one time, when the childminder is working alone. When she works with the other co-minders, then a maximum of 15 children may attend at any one time. There are 35 children on roll, who attend on a full and part-time basis. The childminder is an accredited member of the Bradford childminding Network and currently provides funding for nursery education. The childminder walks to local schools to take and collect children. She runs the local parent and toddler group and takes children to

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WHAT SORT OF SETTING IS IT?

the local library and park. She is a member of the National Childminding Association.

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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 outstanding. Children develop excellent skills for good hygiene practice because they independently manage their own hygiene as part of their daily routine. For example, children select and stand on a small stool at the sink to wash their hands before meals. They brush their teeth after meals, using their own toothbrush and labelled pots. Effective equipment is available to ensure that young babies are changed on a very safe changing unit and high regard is given to ensure that the spread of germs is minimised.

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Helping children to be healthy

Children's daily health and well-being is managed to high levels, as the childminder displays up to date information on how to manage infections, so that parents gain a good awareness of when children can and cannot attend the setting. This minimises the spread of illness. Children wear sun cream and hats when playing outdoors in warm weather, which develops their awareness of staying safe in the sun. Visits from a local dentist help them to understand how to keep their teeth healthy. The childminder holds a current first aid certificate and medication procedures are well maintained and shared with parents, so that their daily well-being is managed properly.

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Helping children to be healthy

Children are offered meals which are nutritious and encourage them to make healthy choices. For example, they independently make their own lunch out of ham, cheese, tomatoes, lettuce and cucumber and may choose from bread or tortilla wraps. They freely request drinks of water all day so they gain a strong awareness of when they are thirsty.

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Helping children to be healthy

Children are offered extensive opportunities to develop well physically and gain a positive attitude to a healthy lifestyle. They enjoy balancing and climbing outdoors, as they use the climbing frame and create their own obstacle courses out of wood and boxes. Young children use push-along bikes and cars. Older children develop good skills to negotiate space as they move vehicles around their peers and obstacles. Regular walks and trips around local places of interest and 'PE sessions', increase opportunities for fresh air and exercise. All children enjoy dancing and moving their bodies to music indoors as they shake their musical instruments. They gain an excellent awareness of their bodies and how they change during exercise, such as when they spin around and say that they 'feel dizzy'.

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Helping children to be healthy

Children develop excellent fine physical skills. For example, this week they thread spiders' webs and use the caterpillar from the story sack, to carefully thread through the holes in the fruit for the 'Very Hungry Caterpillar' story. Their coordination skills are well developed, as they dig in sand, soil or sawdust and manage malleable materials, such as play dough. All children demonstrate highly competent skills when using scissors, to cut out small shapes or when they peg up their own pictures on a line to dry.

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Protecting children from harm or neglect and helping them stay safe

The provision is outstanding. Children play in an environment which is very safe and kept secure because the childminder has put in place rigorous risk assessments, to ensure that all areas both indoors and out are

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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 safe for children. For example, the entrance to the garden has a linked bell which rings indoors and is answered by the childminder or her co-minders. Safe collections procedures are shared clearly with parents on admission and registers are very well maintained, to manage the children's daily welfare effectively. Meticulous risk assessments are carried out for each outing and parents are given clear information of the trip and the type of equipment and clothing required, so that children enjoy their outing safely.

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Protecting children from harm or neglect and helping them stay safe

Children play with equipment which is safe and suitable for their age and development. All resources are made easily accessible, so children learn to select resources safely and independently and initiate their own learning. Younger children access baby equipment and treasure baskets at floor level, while older children may obtain intricate materials for designing and building from well-organised shelves. Very high regard is given to ensure the safety and supervision of younger children. For example, very young children who want to cut but are the only child at the cutting table are brought through to the kitchen to sit with childminder, so that she can still supervise the activity properly and keep them safe. All equipment is checked thoroughly and cleaned each week, to ensure children are fully protected from all hazards.

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Protecting children from harm or neglect and helping them stay safe

Children gain a strong awareness of keeping themselves safe. For example, they know not to run indoors and practise regular fire procedures, so they understand what to do in an emergency. Children know to hold each other's hands on outings and gain a good understanding of road safety, as they learn to 'stop, look and listen'.

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Protecting children from harm or neglect and helping them stay safe

Children are effectively protected from harm, as the childminder has a very secure knowledge of child protection procedures which relate to the new Local Safeguarding Children Board. Detailed policies are shared with parents in writing and the childminder records all accidents and existing injuries, to ensure the daily welfare of the children is well managed.

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Helping children achieve well and enjoy what they do

The provision is outstanding. The childminder's excellent knowledge of the Foundation Stage and the 'Birth to three matters' framework means that the two frameworks integrate seamlessly together. All children are able to access an extensive range of interesting and purposeful activities, within an environment which is enriched with many opportunities for children of all ages to explore. For example, children can observe snails in a tank and baby spiders in a box next to it. Young children begin to make connections, as they find out what happens when they put a ball or water down a curved drainpipe, which has been cut to their height. They independently make a book area out of a large cardboard box and go inside to look at books together, or build and organise shapes with different sized pieces of wood, helping them to become competent learners. All children are able to be imaginative in the extremely well resourced role play area, which is

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Helping children achieve well and enjoy what they do

currently a vets surgery. They enjoy being creative, as they make caterpillars relating to the theme of insects or explore colour and texture using their bodies and paint on large pieces of paper outdoors. Babies enjoy exploring, as they find treasure baskets or play in bright blue slime. Young children develop well and are very secure because the childminder knows each of them extremely well and puts their needs first. For example, if children who are tired like to be present and involved with older children, they are put into a pushchair, where they can still see the others playing and fall asleep feeling very settled and secure.

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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 Older school children integrate also very well into this environment. They have space to play ball games outdoors, have access to a computer and enjoy the many art and craft activities which are easily available to select at their level.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is outstanding. Children make excellent progress towards the early learning goals because the childminder is highly competent at delivering the Foundation Stage, through the planning of activities and assessment of the children's progress along the stepping stones. Children's learning is effectively extended, as the childminder makes the most of every opportunity to promote all areas of learning, within the interesting activities planned and organised. For example, children listen with enjoyment to the story of the 'Very Hungry Caterpillar', which relates to the current theme of insects. They concentrate very well because they are provided with props to illustrate the story, such as fruit with holes, a small and large caterpillar and a butterfly. The children enjoy threading the caterpillar through the holes, and observe change as the larger caterpillar is brought out of the bag and then turns into a butterfly.

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Helping children achieve well and enjoy what they do

They develop a good sense of time, as they name the days of the week. They are confident to count how many pieces of fruit they are holding. At the end, they sing a caterpillar song, where children join in with actions and spin their bodies around, as if they are making a cocoon and then pretend to fly around the room like butterfly's. This increases their physical skills and an awareness of changes in their bodies. Children as young as three develop exceptional early writing skills because the childminder provides many opportunities for them to write for a purpose. For example, they use clipboards outdoors and write lists in the role play area. All older children recognise their names on their toothbrush containers and coat pegs. They ask many questions and count, for example, how many snails they have in the tank, or how many flowers they have planted. They are confident in describing what they are doing and working

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Helping children achieve well and enjoy what they do

out their own problems. For example, when using a toy crane and car, one child needs to work out if he needs to make his string longer or shorter to pick up an object, and later works out the space required to make his car go around an obstacle. They have fun increasing their imagination and communication skills, as they make a shadow puppet theatre and are able to make up little stories using the puppets, while other children watch. The environment is extremely well-organised to help children become very independent, as they put on their own shoes and coats to go outdoors and wash their hands in the sink. Older children peg up their own pictures to dry and confidently select their own activities and initiate their learning both indoors and out. For example, they select pieces of wood and work independently in a small group to make a small enclosed area to wheel toy cars within. They gather together inside a

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Helping children achieve well and enjoy what they do

large box to read books and negotiate their space well, when they realise the box is full. The childminder demonstrates a high level of skill as she allows the children to lead activities, such as when they want to hunt for more snails, the childminder gives them a long tray to put them on, so that they can see them moving and watch the snail trails.

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Helping children achieve well and enjoy what they do

Children's progress is enhanced and accelerated because the childminder keeps meticulously detailed and frequent development records of each child. These relate closely to the stepping stones and are full of accurate observations, supported by photographs of the children and examples of their work. The childminder clearly understands their next steps in learning. She uses strong and purposeful interaction and questioning, to extend and challenge older children's learning and takes into account those with individual needs and learning difficulties.

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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

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Helping children make a positive contribution

The provision is outstanding. All children are made extremely welcome and their individuality is highly valued in this setting, as the childminder promotes an inclusive environment, where all children access activities appropriate to their age and stage of development. They develop a strong sense of belonging, as they have named cups on their toothbrush mugs and their own coat pegs. They enjoy looking at the many photographs of themselves, in both their personal development books, which are accessible to them and their own pictures, which are displayed around the rooms. The childminder and the co-minders all know the children very well and cater for their individual routines, so they are settled and secure.

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Helping children make a positive contribution

Children develop an excellent awareness of our diverse society as they celebrate various festivals throughout the year, such as Chinese New Year and play with an extensive range of resources, such as dressing up clothes, jigsaws and small world figures. Children enjoy visits from various people, such as an African drummer, which extend their experience and knowledge of music around the world.

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Helping children make a positive contribution

Children's spiritual, moral, social and cultural development is fostered. Their behaviour is exemplary, as they are confident to interact with each other, share and take turns at activities, so they develop a strong respect and care for each other. They enjoy a calm atmosphere because they are so engrossed in the high range of activities available. Children are continually praised and offered opportunities to be independent, as they help to tidy up the soil and peg up their own pictures. They express enjoyment, as they laugh, spinning around like caterpillars in a cocoon and dancing around the room with musical instruments. They express wonder, as they observe snails coming out of their shells and see what happens when they find spiders and ladybirds. Children enjoy regular outings to the local church for 'Toddler Praise', which enhances their spiritual growth. They are actively involved with other community activities linked with

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Helping children make a positive contribution

nurseries and schools, which helps them to positively contribute to their local area.

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Helping children make a positive contribution

There are currently no children who attend who have learning difficulties or disabilities. However, strong support is offered when they attend, as the childminder has been actively involved in caring for children with disabilities and learning difficulties. For example, she is part of a training programme to increase the awareness of inclusion and caring for children with disabilities and learning difficulties. This demonstrates how she maximises the use of all resources available to her and how well children with individual needs can be included into the setting.

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Helping children make a positive contribution

Partnership with parents is outstanding. Parents gain detailed information of the Foundation Stage and are able to contribute to activities, to ensure that shared care and learning promotes the children's welfare and education. For example, parents of young children are asked to bring in something green and older children something that begins with 'G', to reinforce the letter and colour of the week. Parents have free access to their child's development records and take them home each month, to look at them in depth and make additional comments.

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Helping children make a positive contribution

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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Organisation

The organisation is outstanding. The childminder has high regard to ensuring that herself and co-minders are suitable to work with children. The childminder and her co-minders' have an excellent understanding of the Foundation Stage and 'Birth to three matters' framework and ensures that all co-minders know their roles and responsibilities very well, with regards to caring for individual children and the provision of education.

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Organisation

All records, policies and procedures are rigorously maintained and held in a highly well-organised and professional manner. Very detailed records of the children's progress are frequently shared with parents, so the children's development is positively monitored and promoted. The childminder has a very high regard to ensuring that she evaluates her practice regularly, by using the self-evaluation system and updating this each month. She works very closely with the local authority, accessing regular training and advice, to ensure that the provision of education is delivered effectively and continues to improve. Children benefit greatly from the childminder's abilities to make the most of all opportunities offered to enhance their learning. For example, they take regular trips to a sensory room and attend the story time sessions at the local library. The childminder has used all resources, finance and training to improve and

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Organisation

increase children's learning opportunities and their safety. For example, by purchasing new role play equipment and car seats and converting a shed into a disabled toilet, to accommodate those with disabilities more effectively.

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Organisation

Space and resources are extremely well-organised to meet children's needs. For example, outdoors children can use their imagination in the play house, explore snails, sand, water soil and building materials. Indoors the rooms are dedicated to the children's play space, so they freely access a wide range of activities safely. They are able to free-flow indoors and out, extending further their choice of opportunities. Overall, the provision meets the needs of the range of the children for whom it provides.

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Improvements since the last inspection

At the last inspection, the childminder was asked to continue to develop the behaviour management policy, to identify the strategies used that encourage good behaviour. This has been fully addressed. The childminder has developed a policy which includes using positive boundaries, such as sharing and taking turns and praise to increase children's awareness of good behaviour. As a result, children behave extremely well and develop a strong respect for adults and their peers.

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Complaints since the last inspection

Since 1 April 2004 there have been no complaints made to Ofsted that required the provider 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.

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Complaints since the last inspection

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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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 outstanding. 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 outstanding.

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The quality and standards of the care

No recommendations for improvement are made because the quality and standards of care are outstanding.

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The quality and standards of the nursery education

recommendations for improvement are made because the quality and standards of nursery education are outstanding.

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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

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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