Setting

Inspection report for early years provision

p.1

EY359358 Unique Reference Number 01 July 2008 Inspection date Maxine Williams Inspector

p.1

Childcare Type of inspection Childminding Type of care

p.1

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

p.1

ABOUT THIS INSPECTION

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

p.2

The key inspection judgements and what they mean

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

p.2

The key inspection judgements and what they mean

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

p.2

THE QUALITY AND STANDARDS OF THE CARE

On the basis of the evidence collected on this inspection:

p.2

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.

p.2

WHAT SORT OF SETTING IS IT?

The childminder was registered in 2007. She lives with her husband and two children aged three and five in Stoke-on-Trent, Staffordshire. The whole of the childminder's house is used for childminding and there is a fully enclosed garden for outdoor play.

p.2

WHAT SORT OF SETTING IS IT?

The childminder is registered to care for a maximum of four children at any one time and is currently minding two children under five years and one child over five years before and after school, all on a part-time basis. The childminder walks to local schools to take and collect children. The childminder attends the local parent and toddler group. The family has a pet dog.

p.2

Helping children to be healthy

The provision is satisfactory. Children are cared for in warm, clean surroundings where they learn about good hygiene. The childminder explains the importance of cleanliness and young children are prompted to wash their hands after using the toilet and before eating. When children go outside to play the childminder reminds them about the dangers of the sun and explains that the sandpit is covered

p.2

Helping children to be healthy

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 because of the risk of infection from cats. This approach fosters children’s understanding of how to keep themselves healthy and protected from harm. Although the childminder is, on the whole, very attentive in ensuring that children’s health is well protected, when engaging in outside play sessions she does not perform a risk assessment, immediately prior to the outside play session. Due to the family dog having access to the garden for exercise and toileting, there is a potential that children are at risk of infection from dog faeces. Consequently, their health is not fully protected.

p.2

Helping children to be healthy

Accident and medication procedures are in place and are fully understood. Children enjoy a suitable range of activities, which contribute to their good health. They discover, use and increase their physical control in a range of daily indoor and outdoor experiences. Regular visits to local parks, trips to the zoo and local attractions help to progress children’s physical abilities. Three-year-olds enjoy playing on the swings, slides and climbing frames. They squeal with delight as the childminder pushes all of the children back and forth on the swings. They develop knowledge of the way activity has an effect on their bodies and all are able to rest and be active according to their needs.

p.3

Helping children to be healthy

Children begin to understand the benefits of a nutritious diet and making healthy choices. They are offered a choice of meals, drinks and snacks throughout the day. The childminder takes account of the wishes of parents and the children’s preferences to provide healthy meals that appeal to the children and meet their nutritional needs. For example, options such as vegetables, fruit, cheese and cheese spread are given to children, along with crackers. Children enjoy using the range of toppings to make their own lunch. They are eager to build up their toppings on the crackers and demonstrate how to spread the cheese spread. They eagerly tuck into a variety of snacks, discussing how the strawberries were picked from the garden, Children develop their awareness of healthy choices through conversations about what foods are healthy for them. However, they are provided with diluted juice for lunch snack times and are not offered more

p.3

Protecting children from harm or neglect and helping them stay safe

The provision is good. Risks of accidental injury to children are minimised because the childminder is attentive and uses detailed risk assessments to reduce possible hazards. This means they are able to move around safely, freely and independently. The childminder has a good understanding of how to achieve a balance between freedom and setting safe limits. She gives high priority to promoting children’s understanding of how to keep themselves safe and to maintaining their safety both inside and outside the home. For example, fire fighting equipment is in place and emergency evacuations are practised on a regular basis, all children are aware of what the smoke alarm sounds like and what the evacuation process is. This means that children learn about potential dangers and develop their knowledge about how to protect themselves from harm. The childminder provides an attractive environment, both indoors and outdoors, in which children

p.3

Protecting children from harm or neglect and helping them stay safe

are able to develop confidence, self-esteem and a very good sense of belonging.

p.3

Protecting children from harm or neglect and helping them stay safe

Children have access to a large living area and benefit from the use of a conservatory, which is used as a playroom. It is equipped with an extensive range of very high quality and developmentally appropriate resources, which meet safety standards. These are organised effectively in storage containers and on shelves at an accessible height to encourage independent access. There is also a large garden, which provides an exceptionally pleasant environment for children to develop their physical skills. The wide-ranging variety of outdoor play equipment ensures that all children benefit from participating in outdoor play, on a regular basis. The

p.3

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 childminder protects and supports children’s welfare and has all of the necessary policies and procedures in place. Knowledge and understanding of child protection procedures is good. The childminder has a thorough awareness of the signs and symptoms of abuse and is confident to report concerns. She fully understands her responsibilities in protecting children from harm.

p.3

Helping children achieve well and enjoy what they do

The provision is good. Children are settled and comfortable at the childminder's house. They develop their independence as they choose between an extensive assortment of toys, books and activities, which are interesting and appealing. They enjoy playing with the blocks, stacking them up to form a tower and then knocking them all down. The childminder organises the childminding day well, so that children have opportunities to be active and to enjoy quiet time. Children’s budding communication skills are developed through interesting and stimulating conversations. The childminder continuously asks questions to assist children in extending their vocabulary. When three-year-olds are playing outside, the childminder talks about it being a sunny day. Children ask what will happen if the sun does not come out and the childminder explains to children about the different seasons, prompting them to think about the weather changes

p.4

Helping children achieve well and enjoy what they do

throughout the year. During outside play children use their imagination well, they delight in shouting ‘zoom’, as the childminder pushes them on the swing and swinging seesaw. The childminder promotes their imaginative skills by asking them where they are ‘zooming’ to, three-year-olds are eager to answer, explaining that they are going on holiday to Rhyl, Spain and Cornwall. One-year-olds happily roll a ball around the garden, persevering in trying to catch it as it is rolled back to them. They then sit at the picnic bench, dropping the ball into a container and then tipping it out, fascinated as they develop their hand-to-eye coordination skills.

p.4

Helping children achieve well and enjoy what they do

Children are confident in their relationship with the childminder. They play joyfully using resources, such as books, music, role play and outdoor equipment, appropriate to their age and ability. The childminder has a very good awareness of the array of experiences which facilitate children to make better use of their intellectual and imaginative capabilities. For example, when playing post offices, she encourages three-year-olds to count out the stamps when she asks for five stamps to post her letters. Children are animated and gleeful as they dress up in fairy dresses, as nurses and in animal costumes. One-year-old children skilfully pick up a long string of beads and drape them around their neck, carefully toddling around the room, so they do not trip on the beads. They enjoy joining in with action songs such as ‘row, row, row your boat’ and ‘jingle, jangle, scarecrow’. The youngest children make very good progress because the

p.4

Helping children achieve well and enjoy what they do

childminder recognises the uniqueness of each child. Close and considerate relationships provide children with a healthy dependence on the childminder, while enabling them to develop a strong sense of self. Children begin to make sense of the world and express their ideas as they participate in an assorted range of creative and sensory experiences. For example, they enjoy using a variety of pens, pencils, chalks, crayons and stencils to produce pictures. Children are pleased with the achievements they have made; they are dynamic and proud as they show their artwork to adults, describing the artistic creations they have produced.

p.4

Helping children make a positive contribution

The provision is good. The childminder has a good understanding of equal opportunities issues and uses this knowledge successfully to help children learn about the world around them. There are a good range of

p.4

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 play materials and activities available to help children develop positive attitudes towards their own and other cultures and beliefs and to disability and gender. There are a selection of dolls, puppets and jigsaws representing a variety of cultures and children learn about different festivals through activities and discussions. For example, children visited a local Chinese restaurant and learned how to use chopsticks when celebrating Chinese New Year. Consequently, children are developing and extending their understanding of the wider world. The childminder's policies and procedures promote inclusion for all children. She works in partnership with parents to ensure appropriate support is provided to all of the children attending.

p.4

Helping children make a positive contribution

The childminder has high expectations of children's behaviour and there is a very strong emphasis on focusing on good behaviour. Children's self-confidence and sense of worth is developed well with the use of encouragement and praise during their play. Children have exceptionally good manners; they are polite and play very amicably together. The childminder fosters very good relationships with parents, which contributes considerably to children’s well-being in the childminding setting. She actively seeks parents' views on their child’s needs and interests before the child starts at the setting and on a regular basis during their time there. Regular discussions with parents and the recording of younger children’s achievements ensure that all parents know how their children are progressing and developing and that they are able to make consistent improvement in all areas of their development.

p.5

Organisation

The organisation is satisfactory. The children are comfortable and feel secure in the well-ordered surroundings. Indoor and outdoor space is organised exceptionally well to provide extensive play opportunities for children. This enables them to initiate and extend their own play and learning. The childminder successfully uses the comprehensive policies and procedures to support the well-being, care and learning of children. She frequently shares information with parents to keep them up to date about her services and their child's development. This promotes stability and continuity in the children’s care. All legally required documentation, which contributes to children’s health, safety and well-being is in place and is regularly reviewed. However, the register is not completed with children’s hours of attendance on a daily basis. As a result, there is a potential that children’s attendance is inaccurately recorded. Overall, the provision meets the needs of the range of

p.5

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.

p.5

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.

p.5

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

p.5

THE QUALITY AND STANDARDS OF THE CARE

On the basis of the evidence collected on this inspection:

p.6

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.

p.6

The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • perform a check on the outside area prior to outside play sessions to ensure that children are protected from infection • promote children's understanding of a healthy diet by offering water, rather than less nutritious options such as juice • maintain an accurate record of children's attendance by recording the times of arrival and departure on a daily basis.

p.6

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

p.6

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

p.6