Woolner, Trisha

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Inspection report for early years provision

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Unique reference number 202898 Inspection date 16/06/2009 Inspector Lynn Clements

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Type of setting Childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder has been established since 1987. She is registered to care for a maximum of six children at any one time. She also minds with a co-minder, and together they may care for a maximum of 12 children at any one time. They are currently caring for 15 children between them, on a part-time basis. Both childminders have joint responsibility for the childminding practice and there is a third childminder who covers when one of the afore mentioned childminder's are not working in the setting. The childminder is also registered on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder minds from the co-childminder's house. It is in a residential area of Writtle. The co-minder's husband lives at the property. Access to this provision is via two steps and there is a down stairs toilet. The setting has a fully enclosed rear garden available for outside play.

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Description of the childminding

The childminder is a member of the National Childminding Association.

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Overall effectiveness of the early years provision

Overall the quality of the provision is good. The needs of all children are met well and the childminder works conscientiously to ensure that they are all supported so that no group or individual is disadvantaged, in addition she has addressed the recommendation raised at her last inspection, however, she currently has limited systems in place to monitor and reflect on her practice. The childminder enables children to make good progress in their learning and development, however, planning is not currently linked securely to the six areas of learning. Clear and effective systems are in place to ensure that children’s welfare remains paramount with regard to child protection and some risk assessments are in place. Open partnerships with parents, carers and others, in the wider context are used to promote extremely good quality education and care and support smooth transitions for each child.

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further?

To further improve the early years provision the registered person should:

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further?

 develop further the current planning systems to ensure that children's next steps in learning are securely linked to the six early learning goals  re-appraise risk assessments to ensure they cover anything with which a child may come into contact  develop further systems of self-evaluation in order to promote continious improvement. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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provision

The childminder is dedicated to her role. She works from a co-minder's house and takes the lead role with regard to meeting the EYFS learning and development requirements and dealing with the daily management of the setting. She spends time ensuring that all records, policies and procedures and required documentation is in place and regularly updated. This attention to detail enables her to promote positive outcomes for the children and ensures the smooth management of the setting. However, there are currently no systematic systems in place with regard to reflecting on practice in order to promote continuous improvement. All records are stored securely and confidentially is respected. Partnership with parents, carers and other settings the children attend is very good. Time is taken by the childminder to create a framework for partnership which ensures that each child's individual needs are recognised and met. For example, where necessary she

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provision

attends further training, such as behaviour management or additional emergency aid with regard to 'Epi-Pens', in order that good care and support is in place for individual children and as a result peace of mind for their families. Training includes paediatric first aid which enables the childminder to provide appropriate care in the event of an emergency. Since the last inspection the childminder has developed her practice to include a written complaints procedure which is shared with parents and carers to ensure that any issues affecting the care of children are addressed quickly and effectively.

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provision

The childminder clearly understands how to protect children from harm, ensuring that assistants working in the setting and other co-minders have completed relevant checks. In addition, all visitors to the setting have their identification checked and they are never left unsupervised with the children. The childminder has completed safeguarding children training and knows how to make a child protection referral should she have a concern about a child in her care. Registers are in place and children's hours of attendance are recorded, this enables the childminder to plan in advance and meet ratios successfully and ensures that every child can be safely accounted for at all times. Security of the setting is a high priority and procedures are in place to ensure that no child can leave the setting unescorted. In addition to this, risk assessments are used to identify hazards, both inside, outside and whilst on outings, however, these do not currently reflect all

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provision

potential hazards. The organisation of space is good, providing free flow access to the playroom, living room, messy play area situated in the kitchen and the fully enclosed rear garden. Older children also have use of a second sitting room where they can enjoy quiet time, complete homework or play safely with more intricate toys and resources which may present a choking hazard to the younger children. Space is also organised enabling children to rest or be active according to their individual needs.

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provision

Attention to planning and meeting individual needs is good, time is taken during prior placement interviews to assess each family and their child's particular needs. For example, discussing key words, labels and simple sign language for those children who speak English as an additional language. There is no bias in practice in relation to gender, race or disability and clear systems are implemented in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 practice enabling the childminder to provide effective support for children with learning difficulties and/or disabilities, by working with families and other agencies in the best interests of the child. Positive images, resources and artefacts are used in activities and discussions providing opportunities for the children to learn about the similarities and differences of other cultures.

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The quality and standards of the early years provision

The childminder has a good understanding about the Early Years Foundation Stage and how young children learn through play and investigation. She has taken time to study the framework and apply this to her practice. Observations are made of children during activities and everyday situations. These are compiled in scrap books and used to inform future planning, ensuring it is based on their personal interests and what the children know and can do. However, whilst planning is in place, identified learning intentions are not sufficiently linked to the EYFS in order that progress towards the six early learning goals is secure. Parents and carers are encouraged to share observations about their children's achievements at home and this information is used by the childminder to plan future learning opportunities based on a whole child approach.

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The quality and standards of the early years provision

Children are well behaved and confident in the care of the childminder. They move around freely, making their own selections and decisions. They enjoy investigating materials, such as, sand and playdough or using wheeled toys and larger outdoor apparatus with increasing competence and coordination. They initiate lets pretend games, making imaginary meals from sand, filling various containers and plastic cups. They observe change as they watch the tadpoles slowly turn into tiny froglets. Children learn to recognise their own needs, for example, accessing drinks when thirsty or telling the childminder when they are tired. They enjoy singing songs and sharing books and the good organisation of child-height storage enables children to initiate play at their own pace. The childminder knows each and every child in her care extremely well, she ensures that they all have fun, taking trips to farms and zoo's or visiting the local park, all of which provides ideal opportunities

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The quality and standards of the early years provision

for them to learn about their local environment and the wider world.

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The quality and standards of the early years provision

Children enjoy healthy meals and snacks and this is a social time when children of different ages sit together to talk and enjoy each others company. They learn about foods which are good for them and those which are not so good, during sensitive discussions with the childminder and other children. Children see to their personal needs, washing their hands at pertinent times and, with gentle reminders from the childminder, using tissues to blow their nose and disposing of the tissue appropriately afterwards. Children learn to keep themselves safe negotiating steps within the setting, using single handed tools with increasing control and, whilst out and about, learning how to cross roads safely and behave in a sensible manner to set a good example for the younger children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 2 The capacity of the provision to maintain continuous improvement.

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Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? How well does the setting work in partnership with parents and others? How well are children safeguarded? 2

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Years Foundation Stage promoted?

How well are children helped to stay safe? 2 How well are children helped to be healthy? 2 How well are children helped to enjoy and achieve? 2 How well are children helped to make a positive contribution? How well are children helped develop skills that will contribute to their future economic well-being?

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Years Foundation Stage promoted?

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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