Rebecca Griffiths

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 EY299507 Inspection date 17/07/2009 Inspector Heather Tanswell

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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

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.

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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 registered in 2004. She lives with her husband, one pre-school and one primary-school aged children, in the rural village of Trewellard, near Pendeen, in Cornwall. Children use all areas of the childminder’s home. A garden and the family smallholding are used for outdoor activities. The family has two pet dogs. The premises are partly accessible as there are downstairs facilities.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than two may be in the early years age range. When working with an assistant they may care for four children in the early years age group. There are currently six children attending who are within the early years age range. They live locally and four also attend local nurseries, pre- school or the local primary school. The childminder also offers care to children aged over five years to 11 years. The provision is registered by Ofsted on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder walks or drives to local schools and pre-schools to take and collect children. She occasionally attends the local parent and toddler group, and takes children to the local library. 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. Children are fully included in the range of worthwhile activities that underpin learning and development in a mutually respectful atmosphere. A particular feature of this setting is the successful use of the family’s smallholding to promote children's physical well-being, their understanding of nature and the rural environment. Established links with other providers and effective partnership with parents keeps everyone informed about children's welfare routines and achievements. The childminder maintains continuous improvement by reflecting on her practice and attending training to update and extend her knowledge of the requirements of Statutory Framework for the Early Years Foundation Stage (EYFS).

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further?

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

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further?

 continue to develop the assessment system in order to match the observations of children to the expectations of the learning goals; to identify learning priorities for each child and to provide continuity in their learning, in liaison with parents and any other setting the child may attend  carry out regular fire drills and record details in a fire log book of any problems encountered and how they were resolved to keep children safe  review the fire safety risk assessment with regard to the placement of the fire blanket and smoke alarms to make sure they are easily accessible and/or This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 positioned to be of use in the event of an emergency  review risk assessments to make sure they cover the nature of the planned outing.

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provision

The childminder focuses on helping all children feel very welcome by identifying and meeting their individual needs. This goal is achieved with careful thought and through the time spent settling children in each day, sharing important information from home, the planning and resourcing of activities that appeal to children's current interests, and by reflecting on the outcomes for children. The childminder analyses observations and highlights children's achievements or need for further support by referring to the EYFS notes on child development for direction. She uses the guidance to identify children's needs and displays a well-informed awareness of where each child is in their learning and where they need to go. The system to record evidence of learning is partly developed, but is not yet used as a tool to inform and involve parents and other professionals in identifying individual learning priorities.

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provision

The childminder's home and routines are mostly organised very well to safeguard children. For example, gates keep children away from the pond and stairs, and safely in the garden; pet dogs are routinely wormed. Written policies and procedures show the childminder is aware of potential hazards. Although there are written risk assessments for the home and one for local walks, the regular visit to the smallholding is not recorded to show what action is taken to ensure children are safe and secure while exploring the rich and diverse learning and development opportunities it affords.

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provision

Fire safety equipment such as a smoke alarm and fire blanket are installed in the home and there is a clear procedure for the emergency evacuation of the premises. However, these arrangements are not sufficiently well thought through to make sure the equipment and procedure will work well. The childminder has an up-to-date understanding of safeguarding children issues and makes sure her assistant and parents know what to do if they have any concerns.

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The quality and standards of the early years provision

Children feel safe and supported in the childminder's well prepared home where they enjoy their play and learning. Thoughtfully planned and presented daily activities take into account children's current interests. A child currently concerned with enclosure fills the new lidded containers with small world characters, takes great care to fit the lids back on properly, then explores the sound they make when shaken. As a result, the child learns to make choices, develops hand to eye coordination, and creatively uses toys to make music. Everyone snuggles up on the settee to listen to a story about the sea and children shout and point with delight at illustrations they recognise. The childminder uses this time creatively to introduce learning, for example, by counting the number of legs on an octopus, talking about where children might find jelly fish, and encouraging children to solve This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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The quality and standards of the early years provision

simple problems for example how many are left.

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The quality and standards of the early years provision

Children enjoy looking at photographs of themselves and other children they meet at the childminder's home. This activity stimulates joyful and inquisitive responses as they take part in conversations, recall and sequence events. The childminder's sensitive responses to their questions and replies means that their vocabulary is extended as they hear and try to repeat grammatically correct phrases and sentences.

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The quality and standards of the early years provision

Children play in the fresh air, develop their physical skills, learn about the wider world and skills for the future as they help chit, plant, water, harvest, prepare and eat potatoes grown on the smallholding and gather chicken eggs used later to make sandwiches. Children know when to wash their hands and manage their personal hygiene routines independently from an early age as the bathroom is accessible on the ground floor and suitably equipped. The childminder provides a selection of nutritious meals and snacks for children making sure they learn how to make healthy choices from the fresh foods on offer. They help themselves and tuck into ample quantities of foods such as fresh fruit and toast at snack time, and pasta with green vegetables for lunch. Children learn to keep themselves safe through discussions about road safety on outings and because the childminder takes time to point out the consequences of their actions, for example what might

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The quality and standards of the early years provision

happen if they stand rather than sit on a high chair.

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The quality and standards of the early years provision

Children develop an awareness of their own and other cultures and individual needs through planned activities and daily access to resources that celebrate local events, provide positive images and though discussions about how to behave with respect for other people. As a result, children gain respect for their own identity, learn to manage their own behaviour from an early age, are very happy, and behave with respect for other people, plants, animals and their rural environment. 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? 3

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Years Foundation Stage promoted?

How well are children helped to stay safe? 3 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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