Setting

Inspection report for early years provision

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EY100272 Unique Reference Number 10 June 2008 Inspection date Jackie Phillips 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 registered in 2002. She lives with her husband and three children aged eight, 10 and 11 years, in the Old Clee area of Grimsby. The downstairs of the property only is used for childminding. There is an enclosed outdoor play area for children's physical play opportunities. Children are taken for regular outings to local places of interest, such as parks, woodland areas and the beach. Schools and shops are close by.

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WHAT SORT OF SETTING IS IT?

Registration is for six children under the age of eight years. Currently there are 11 children on roll; six of these are under eight years and five are over eight years. The childminder is accredited to provide funded nursery education. There are two children in receipt of this at the time of the inspection.

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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 The childminder is a member of the National Childminding Association and the 'Children Come First' network. She holds two level 3 qualifications in early years childcare and education. The family have two pet dogs, two rabbits, a hamster and some fish.

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Helping children to be healthy

The provision is outstanding. A wide range of systems, routines and procedures is established which contributes to children's good health. For example, written procedures are in place to support the needs of children if they are ill. These include secure arrangements for the administration of medication and the care and attention of those that require medical attention. Children are very well supported to understand effective personal hygiene routines. For instance, they regularly wash their hands throughout the day. The routine is made fun by children being encouraged to make lots of bubbles to ensure hands are thoroughly clean. There are effective resources in place to reduce the risk of cross infection, including those used when nappies are changed. This procedure is carried out discreetly to ensure children's privacy and dignity are maintained.

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Helping children to be healthy

The garden area is positively valued as an important learning environment for children. For example, children use a varied range of equipment to enable them to exercise their minds and bodies in challenging ways. This includes, for instance, mobile toys, balancing beams, bats, balls, ropes, tents and a parachute. The well-established leafy garden is made interesting for children by, for example, the addition of bird feeders, shaded, paved and grassed areas, and a den that has developed naturally. This is a wonderful, exciting and safe place for children to use and enables them to retreat and use their imaginations away from others. Lots of activities are taken outside, which means children can learn and play whilst benefiting from fresh air. Sand, water and play dough are, for instance, some of the sensory activities that children enjoy. They also use and experiment with a range of natural materials, such as shells, pine cones, ice

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Helping children to be healthy

Children are provided with a wide variety of healthy meals and snacks during the day. A weekly menu is devised and displayed to share with parents. There is high emphasis on home-produced meals that contain healthy options, such as fresh fruit and vegetables. Fluids are readily available for children and they are regularly reminded to drink to ensure they do not become thirsty or dehydrated. Children play an active part at mealtimes. For example, they are encouraged to find the plates and bowls from the kitchen and to serve themselves food. Children eat around the dining table, supporting their social skills. Cooking and baking activities are planned to raise children's awareness of food, for example, how it is prepared. They taste a variety of different food options, which extends their experiences and helps to raise their understanding of a nutritious and varied diet that supports a healthy lifestyle.

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Protecting children from harm or neglect and helping them stay safe

The provision is outstanding. Children are cared for in a very welcoming, clean and child-friendly home environment. This is reassuring for parents and enables children to feel safe, secure and confident within their

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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 surroundings. An interesting variety of pictures, photographs and displays is evident. Children's creative work is also displayed, which provides the message that their contribution to the environment is highly valued. Posters that provide diverse details aimed at children are available, discreetly supporting their knowledge and understanding. For example, about hand washing, numbers and counting, cultural information and the photographic sequencing of the setting's emergency evacuation procedure. Interesting items that children can handle and investigate contribute to the stimulating environment that extensively supports children's care, learning and development.

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Protecting children from harm or neglect and helping them stay safe

Toys, equipment and materials children use are in excellent condition and are very well organised. The range is diverse and supplies are plentiful. The majority of resources are placed at child height, which successfully aids their choice and decision making. Children have very good access to the outdoors from the lounge area where the majority of resources are located. This skilfully supports free-flow play opportunities for children. The range of equipment supports the care of babies. For example, a highchair, booster seat and travel cot are in place. The range of toys meets the needs of the children attending and they know exactly where to find the resources they need. This means they are able to develop independence and confidence and feel relaxed within the family-orientated and child-centred setting.

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Protecting children from harm or neglect and helping them stay safe

Robust systems are in place to support the safety and welfare of children. For example, attendance is accurately recorded, written details of accidents are shared with parents and risk assessments are frequently carried out. Children are very well supported to keep themselves safe. For example, they practise the emergency evacuation procedure and are provided with clear verbal explanations to develop and improve their understanding of safety. When on outings they wear identifiable tabards, made by the childminder, to ensure children are clearly visible. Secure systems are established with regard to making immediate contact with parents or specific adults in the event of an emergency. The childminder has a clear understanding of her responsibility to keep children safe. She has attended training in safeguarding children and applies her knowledge competently to ensure her practice, including operational procedures

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Protecting children from harm or neglect and helping them stay safe

and written documentation, protects them from harm.

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Helping children achieve well and enjoy what they do

The provision is outstanding. Children benefit from having their resources easily accessible, well presented and organised. For example, an extensive range of good quality dressing up clothes is attractively obtainable to children on a low rail. This makes items easy for children to find and inspires their imagination. A box of creative materials is consistently located in the same place to enable children to quickly use the tools and resources should they choose to do so. Children of varying age play well together, with older children being helpful and kind towards the younger ones. For instance, a child went to find the blanket of a toddler as afternoon sleep time approached. Social development is enhanced by the many stimulating groups and outings that children attend. The childminder uses an approach in line with the 'Birth to three matters' framework. Inspiring activities she provides for children under the age of three years are appropriate for their age

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Helping children achieve well and enjoy what they do

and stage of development. This means they enjoy and achieve as competent learners and skilful communicators.

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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 The needs of the older children are met when they attend either following the school day or during school holiday periods. Trips and outings are regularly organised to places of interest, for example, the beach, farms or local woodland areas. This means children become familiar with the local and wider community and benefit from different experiences. Children are very well supported to learn and experiment at their own pace. For instance, a young child explored the feeling of spreading glue up their arm following a creative, collage activity. They displayed extensive concentration skills as they made their picture, spreading the glue on the card available and then placing their chosen collage items carefully and with great precision. They were allowed, under close supervision, to pursue the sensory experience of putting glue on their arm

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Helping children achieve well and enjoy what they do

without being denied the opportunity to investigate and find out for them self what it feels like. This clearly shows that children are able to examine and explore spontaneously, which enriches the experience and helps children to learn independently.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is outstanding. The childminder is extremely enthusiastic and motivated in the company of children. She engages and interacts with them to a very high standard and they are clearly comfortable and happy in her presence. Warm and caring relationships are evident between childminder and children. Her knowledge of the Foundation Stage curriculum is secure and her professional and personal approach means children learn through a combination of play, rich experiences and practical events, and according to individual need. The childminder plans and prepares activities for children that are generated by their interests. This means learning is child-led, initiated by a natural desire to find out more. Observation, assessment and evaluation help the childminder to identify and plan the next steps in children's learning. Children's progress is systematically recorded and shared with

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Helping children achieve well and enjoy what they do

Children's vocabulary skills are enhanced because they are frequently engaged in conversations and hear effective use of language throughout the day. This is skilfully supported by use of music, stories, singing and rhymes. Children show an interest in number as they accurately count the bowls on the table for snack or the blocks in the tall tower they have built. They can correctly name a range of colours and can competently use and manipulate a varied range of utensils and one-handed tools. Children learn about other cultures during the year as various festivals are celebrated, for example St George's Day, Father's Day, Divali and Chinese New Year. Children use a range of equipment that raises their understanding of information and communication technology, such as a computer mouse and digital camera. They access a good range of musical instruments and hear a variety of pre-recorded music, including that from

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Helping children achieve well and enjoy what they do

other cultures. Children have many opportunities to use their imaginations and express themselves. For example, the range of activities includes role and domestic play, construction, use of books and access to many creative experiences involving colouring, sticking, modelling and painting using a variety of techniques.

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Helping children make a positive contribution

The provision is outstanding. High priority is given to meeting the specific and individual needs of children. For example, healthcare plans are completed in consultation with parents and the childminder ensures she

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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 is well aware of and responds to children's individual routines. She is empathetic to the needs of new children who are making the adjustment into a new setting and provides close liaison with parents to respect their wishes. Questionnaires are distributed to parents and children to enable the childminder to assess the quality of her service and client satisfaction levels. Those seen at the time of the inspection, completed by children and parents, were extremely complimentary. For instance, children wrote, 'If you come here you won't be bored' and use descriptive words, such as 'fantastic' and 'fun'. Parents' comments include those to confirm they are 'happy and supportive of all the childminder does', that 'her knowledge and understanding of childcare matters is excellent' and that 'the setting could not be better'.

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Helping children make a positive contribution

Parents confirm in writing that they go to work knowing that their child is safe and happy.

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Helping children make a positive contribution

Children behave extremely well at the setting. This is because they are kept very well occupied and engaged. Through discussion and facilitating ways in which they can share and express their feelings, children are shown respect. The 'Tell Me' box is a valuable tool in enabling the older children, in particular, to write down their concerns or problems. This helps the childminder to assist children in coming to terms with their fears and anxieties and finding positive solutions to their problems. This is carried out confidentially and is a discreet way of supporting children to express themselves. Younger children are frequently rewarded with praise and sometimes a sticker to acknowledge their achievements. This raises their self-esteem and promotes confidence building. The childminder demonstrates through discussion her commitment to working in partnership with parents and professional agencies. Her knowledge and practice reflects an

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Helping children make a positive contribution

inclusive environment. Children's spiritual, moral, social and cultural development is fostered.

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Helping children make a positive contribution

The partnership with parents and carers is outstanding. Written parental consent is requested for many operational procedures, including permission to take photographs and for lotions and sun cream to be applied to children. Parents have access to a diverse range of records and documentation. For instance, those that relate to the progress their children are making and policies and procedures that support the efficient operation and management of the setting. Newsletters and home-to-home books keep parents well informed of current events and the many photographs displayed help them to be aware of the activities provided for their children. A well-resourced information box is easily accessible to parents, relating to a host of childcare topics. They are informed about the ethos of the setting, such as how children learn through the early years programme and the purpose of play as a medium for learning.

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Organisation

The organisation is outstanding. The childminder is very committed to training and developing her professional practice. She provides children with a flexible day that includes activities that take place within the home environment and those that take place within the local and wider community. She plans an extremely varied range of purposeful play activities for children, using their interests to initiate her ideas. This means they benefit from access to quality play and rich learning experiences which they find stimulating. Children are enabled to learn as individuals and at their own pace or from more structured events with positive intervention from an adult. The balance helps to make links and consolidate and maximise learning potential. Space within the home is proficiently organised to meet the physical needs of children, such as areas for play, meals, sleep, rest and

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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 relaxation. All the required documentation is in place and the extensive range of policies and procedures, checklists and recording systems successfully support the care, well-being and education of children. The inclusive environment acknowledges and respects individuality, where every child matters. 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 for funded nursery education the childminder was asked to ensure plans always cover each area of learning. Procedures are in place to ensure planned and spontaneous activities systematically cover the six areas of learning, well supported by rigorous cross-referencing, assessment and evaluation. This means that learning and development outcomes for children are improved.

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Complaints since the last inspection

Since the last inspection, the provider has notified Ofsted of a child protection incident which was also referred to social services. A childcare inspector from Ofsted visited the provider on 13 March 2007 to investigate the incident in relation to National Standard 13: Child protection. One action was raised and has been satisfactorily met by the provider. Ofsted is satisfied that the provider remains qualified for registration.

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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 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

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