Craven Annabel Joy

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

p.1

Unique reference number 510178 Inspection date 10/03/2009 Inspector Suzette Butcher

p.1

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

p.1

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.

p.2

Introduction

The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration whichever is the later, which require Ofsted or the provider to take action in Annex C.

p.2

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).

p.2

Introduction

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

p.2

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

p.2

Description of the childminding

The childminder was registered in 1991. She lives with her husband, who is a co- childminder, and two children aged 12 and 10 years in Oswestry, Shropshire. The whole of the ground floor of the house is used for childminding with a fully enclosed garden for outside play.

p.3

Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time and is currently minding five children in the Early Years Foundation Stage (EYFS). She also provides care for children aged over five years and takes and collects children from local schools and nurseries. The provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The childminder is a member of the National Childminding Association (NCMA) and has a Level 3 National Vocational Qualification (NVQ) in Childcare.

p.3

Overall effectiveness of the early years provision

Overall the quality of the provision is good. The childminder strives towards continual improvement, using adequate monitoring systems and completing appropriate training. Children's welfare needs are rigorously safeguarded as they develop independent, active learning in the stimulating and challenging indoor and outdoor environment. Effective partnership working underpins most areas of EYFS and supports each child's unique learning journey. Parents value the caring family atmosphere and feel involved and included in the setting.

p.3

further?

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

p.3

further?

 improve self-evaluation procedures to improve practice by regularly assessing the quality of the provision against challenging quality criteria  extend effective partnerships to involve children's other providers within EYFS to promote the integration and continuity of care and education.

p.3

provision

The childminder is strongly committed towards maintaining high standards of care and education for children and families. The effective partnership with her co- childminder husband creates a welcoming, family ethos where every child is valued as uniquely special. Both childminders have equal responsibility for the childminding practice and share key worker roles for all the children. They use basic internal planning and review systems to identify and prioritise areas for improvement although this does not involve regularly assessing the quality of the provision against challenging quality criteria. The childminder reflects on her own practice to identify any gaps in her knowledge and seeks guidance from support workers and networks, such as NCMA. She attends training on a regular basis to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 update her understanding on subjects, such as safeguarding children, and she has

p.3

provision

achieved a Level 3 NVQ in home-based childcare. Diversity is actively promoted through a good range of resources, imaginative activities and challenging themes. Children's home languages and cultures are valued and reflected in their play and learning. This creates an inclusive environment where every child is respected as an individual. Children's welfare needs are consistently safeguarded through comprehensive documentation and effective procedures. Risk assessments are recorded and reviewed on a regular basis.

p.4

provision

The childminder works closely and cooperatively with parents, sharing information about children's welfare needs and their general progress in daily chats. Diaries are sometimes used to create a more effective two-way flow of information sharing with parents and actively involve them in their child's learning and development. Regular information is provided about activities undertaken by the children in photographs, wall displays and in their individual profile. Newsletters inform parents about forthcoming themes and events. Parents consistently respond positively when consulted and state that they are 'delighted with the care' and value the childminders' professional approach in the 'friendly' environment. However, procedures to extend effective partnerships to involve children's other providers within EYFS, such as nurseries or reception class, have not been identified. This restricts the integration and continuity of care and education and

p.4

provision

does not promote the childminder's key role in children's learning journey.

p.4

The quality and standards of the early years provision

Children are very happy and relaxed in the homely setting. Good settling in procedures are followed and children quickly develop close relationships with everyone. The childminder knows individual children well, which helps them to develop confidence and supports them as they make good progress towards the early learning goals. Her good knowledge and understanding of the underlying principles of the EYFS creates a firm foundation for children's learning and development. Assessment information and the childminder's own knowledge and understanding of how children learn and develop are used effectively to plan the next challenges to stretch each child's learning, play and exploration A good mix of planned, structured activities and time for free play, both in and outside, provides a balance of adult-led and child-initiated opportunities. Observation and assessment procedures monitor children's progress and record their individual

p.4

The quality and standards of the early years provision

learning journey in their vibrant profile. This includes examples of children's art work and lively photographs to share with parents. Children's key strengths and their next steps in learning that require more support are identified and used effectively to inform future planning.

p.4

The quality and standards of the early years provision

The home is well organised to enable children to move about freely and have plenty of space to play. Equipment is of a high quality and includes natural resources. Play materials are stored at low levels to enable young children to make choices as they develop active learning. For example, photographs on plastic storage boxes help children to make their own decision. Opportunities for toddlers to test out their physical skills are freely available. They proudly pull themselves up on boxes to look at the low level photographs and excitedly share their delight as This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 they point to children they know. Young children learn to use their different senses as they explore and experiment with the contents of treasure baskets. They have fun making sounds with plastic bottle shakers or begin to play imaginatively with a brush or wooden spoon. Early communication skills are actively encouraged when

p.4

The quality and standards of the early years provision

share their interest and their babbling sounds are reinforced. Children develop good independence in their self-help skills as they help themselves to drinks or sit comfortably at low tables to eat their snack. Opportunities for young children to socialise, join in with group activities and explore different challenges are provided through visits to the park, library and outings to places of interest. Children develop a good knowledge and understanding of the world around them as they explore their natural environment in the garden and help to grow vegetables. Informal learning opportunities are explored through interesting practical experiences, such as counting how many balls and experimenting with different shapes and sizes. The benefits of fresh air and exercise are strongly promoted as part of a healthy lifestyle. A large play house in the garden provides opportunities to provide energetic physical activities throughout the year and extends the

p.5

The quality and standards of the early years provision

The childminder sets high standards to safeguard children and encourages children to recognise potential risks and hazards as they learn how to keep themselves safe. For example, they practise emergency escape routines and road safety on a regular basis. Young children learn to share and take turns as they begin to play together with discreet support from the childminder. Children's good health is promoted through stringent procedures to prevent the spread of infection. Clear routines encourage children to develop good hygiene habits. Young children's sleep routines are followed to ensure they are comfortable and provide consistency with home. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.6

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

p.6

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.

p.6

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

p.6

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?

p.6

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

p.6

Annex B: the Childcare Register

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex C: complaint/s made to Ofsted

This section of the report includes details of any complaint/s made to Ofsted when:  we took action for the provider to meet the requirements of the Early Years Register; or  we asked the provider to take action in order to meet the requirements of the Early Years Register; or  the provider had already taken any necessary action to meet the requirements of the Early Years Register.

p.8

Annex C: complaint/s made to Ofsted

We will not report on any complaint where the provider met the requirements of the Early Years Register or did not require any action by Ofsted or the registered provider.

p.8

Detail of the complaint/s

There have been no complaints made to Ofsted since the last inspection

p.8

Detail of the complaint/s

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.8