Muskett Lynne Valerie

Inspection report for early years provision

p.1

Unique reference number 510510 Inspection date 05/10/2009 Inspector Adelaide Griffith

p.1

Type of setting Childminder to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

p.1

Royal Exchange Buildings St Ann's Square Manchester M2 7LA

p.2

T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.2

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.3

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.3

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.

p.3

Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.3

Description of the childminding

The childminder was registered in 1995. She lives with one adult child in Coundon, Coventry close to shops, parks and schools. The whole of the ground floor and the first floor bathroom are used for childminding. There is a fully enclosed garden available for outside play. The family has two cats.

p.4

Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding three children in this age group. She also offers care for children aged from five years to 11 years. The provision is registered on the compulsory and voluntary parts of the Childcare Register.

p.4

Description of the childminding

The childminder takes children to and collects them from a local school. She attends the local toddler group on a regular basis.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The childminder values children and this supports steady progress in their learning and development. All children are treated as individuals and their welfare needs are met competently. Systems to evaluate practice are generally effective and plans are in place for further improvement. The childminder works positively with parents to support children's care and development. She has well-established relationships with other early years providers to ensure that children get the support they need.

p.4

further?

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

p.4

further?

 improve the system to undertake sensitive observational assessment in order to plan to meet young children's individual needs more effectively as they progress towards the early learning goals.

p.4

the early years provision

The childminder has a well-developed understanding of child protection issues. Adults living on the premises are vetted and they are clearly aware of their responsibility to protect children. The environment is kept safe due to comprehensive risk assessments that ensure that potential hazards to children are minimised. All records for the smooth running of the setting are available.

p.4

the early years provision

The childminder reviews her practice regularly and has identified areas for improvement. For example, she has changed the systems for carrying out This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 observations in order to support children's learning more effectively. She has a clear understanding of the strengths of the setting, including effective communication with the children and their parents. The childminder has made changes such as erecting a high fence in the garden to improve children's security. She has also improved record keeping to ensure that the setting is running more efficiently. The childminder has already identified priorities for improvements in relation to plans for further changes. Among these she has included a newsletter for parents. The childminder has addressed recommendations from the last inspection effectively and this contributes to safeguarding children.

p.4

the early years provision

The partnership with parents is strong. They are informed about the provision and have opportunities to read policies. The childminder has worked with parents to address children's learning by implementing strategies that promote concentration and co-ordination skills. Parents are informed verbally about children's progress and the childminder provides support and guidance with regard to some aspects of care. There are well-established relationships with other early years providers and the childminder has collaborated effectively in promoting children's mark-making skills.

p.5

the early years provision

There is good organisation for the use of resources. A list of contact numbers is available for accessing community facilities including a toy library. This means that in addition to supplementing existing resources the childminder has opportunities to introduce a wide selection of interesting toys that promote all areas of learning. Similarly, a broad selection of resources reflects positive images of diversity and children are supported in respecting differences. The childminder has experience of caring for children with learning difficulties and/or disabilities and she has worked competently at adapting activities and routines to meet their specific needs.

p.5

and outcomes for children

Children are making steady progress in their learning and development because of the childminder's use of naturally occurring situations. For instance, falling leaves are used in leaf rubbing activities that promote children's creative skills. Owing to the childminding arrangements she spends a lot of time talking and listening to children individually. This means that she provides quality time which helps children to feel special and they have a real sense of belonging. Children are at ease in the setting. Consequently, they choose freely from a wide selection of age- appropriate resources and initiate or change activities.

p.5

and outcomes for children

Most children are interested in cars. Accordingly, the childminder takes into consideration their preferences and has implemented activities such as visits to the transport museum. She provides a wide range of experiences across all areas of learning. For example, very young children are beginning to develop an awareness of books. They remain focused for short periods as the childminder turns pages and talks to them about the pictures. The childminder takes a long-term approach to planning to reflect the time of year. She builds in flexibility to ensure that her planning makes allowance for children's choices. She links activities to some areas of learning and also to early years themes, but at times there is a lack of clarity in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 identifying the learning intentions. Challenges are included for children, for instance, for those who are skilled at completing simple puzzles the childminder

p.5

and outcomes for children

The childminder carries out regular observational assessments of children's skills. Although the developmental stage is at times included, the next steps in children's learning are not specific and they are not linked clearly to the practice guidance. Consequently, children's learning is not always fully promoted. The childminder implements effective measures to keep children safe. For instance, safety gates are in place and the fireguard is secured. Children are clearly gaining an understanding of danger. They are encouraged to press the button at pedestrian crossings and they wait for the traffic to stop. Children feel secure and younger ones sit on the childminder's lap and smile a lot when she talks and they respond by babbling. They remain focussed on play for considerable periods while the childminder is engaged in other activities. Although parents provide packed lunches the childminder ensures that there is a selection of fruits and children

p.6

and outcomes for children

choose these with encouragement. Children's individual folders contain entries about their preference for fruits including bananas, apples and oranges. This indicates that they are learning about making healthy choices.

p.6

and outcomes for children

The childminder encourages children to play well together and to treat others with respect. For instance, she reminds older children that younger ones are not as quick when participating in some activities. This means that children are learning to develop caring attitudes towards others. The childminder is aware of children's strengths and she has taken steps to attend groups regularly in order to promote those areas of development where children need more support, such as enhancing their social skills. The childminder's house rules underpin behaviour and children comply with requests, for example, to sit at the table whilst eating. The childminder actively promotes skills for the future. Children are encouraged to develop appropriate interpersonal skills such as making eye-contact when talking to others. They are learning to solve problems through play with jigsaws and some children are learning to identify time in relation to specific activities such as snack

p.6

and outcomes for children

time. Also, children demonstrate critical thinking by comparing sizes. They explain that they are bigger than toddlers and stand next to them to show the difference. Overall children are making good progress towards the early learning goals. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

p.7

Stage

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.7

Annex B: the Childcare Register

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

p.8

Annex B: the Childcare Register

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

p.8