Hayes, Philip John

Inspection report for early years provision

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Unique reference number EY389616 Inspection date 05/11/2009 Inspector Sharon Dickinson

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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.

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

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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

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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.

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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

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Description of the childminding

The childminder was registered in 2009 and lives with his wife, who also works as a co-childminder, on the outskirts of Sutton in Ashfield. All areas of the home are used for minding and there is a fully enclosed garden available for outside play. Access to the home is via a ramp and the first floor is accessed via a flight of stairs.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years. He is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. When working alongside his co- childminder they are registered to care for a maximum of 12 children under eight years. He is currently caring for nine children on a sessional basis, three of whom are in the Early Years Foundation Stage (EYFS). Systems are in place to support children with special educational needs and/or disabilities. There are partnership arrangements in place with the local schools that children in the EYFS attend. The childminder is a member of the local Childminding Network and is a member of the National Childminding Association. The childminder hold a recognised level 3 qualification in home-based childcare.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder has a good knowledge of each child’s individual needs and successfully promotes their welfare and development. Children are safe and secure and thoroughly enjoy their play and learning. An exciting range of age-appropriate play activities and first hand experiences are planned in line with children's interests. Partnerships with parents and in the wider context are exemplary and beneficial to children's welfare and developmental progress. The childminder uses self-evaluation and reflection to identify areas for development to promote continual improvement in the provision for children.

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further?

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

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further?

 develop further knowledge and confidence regarding planning and assessment systems and the Early Years Foundation Stage (EYFS)  develop further self-evaluation systems to ensure rigorous monitoring and analysis of practice identifying priorities for improvement that are well targetted and measureable. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder is focussed in providing high quality childcare and learning. He is strongly committed to professional development and has attended various training events, including first aid and safeguarding, helping to maintain children’s safety. He has also completed an essential pre-registration course and undertook additional training to qualify for an NVQ Level 3 in Home-based Childcare; strengthening his knowledge and understanding of child development. The childminder has a clear understanding of his responsibility to protect children and knows how to implement the local safeguarding procedures. He is aware that all adults who are in the household or who have unsupervised access to children should be appropriately checked and the provision is organised to ensure that children are closely supervised at all times. The childminder works in conjunction with a co-childminder who shares responsibility for the children in their care.

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the early years provision

The childminder’s home is very well organised. The playroom is child orientated with a wide range of accessible resources that are clearly labelled; consequently, the children are afforded excellent opportunities to become independent. Thorough risk assessments are completed for the home and outings so that any hazards are identified and minimised. Robust systems are in place for the maintenance of records which underpin the care and welfare of children. For example, an accurate record is maintained of children’s attendance, including times that co-childminders take sole charge of different groups of children such as during school runs. Comprehensive written policies also underpin the childminder's practice well and are shared with parents on entry via memory stick; this effective method of information sharing allows for prompt updates as policies and procedures are reviewed and updated. The childminder has started to make effective use of self-

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the early years provision

evaluation to identify his strengths and weaknesses. However, although priorities for improvement are well targeted, action plans are not clearly identified promote continuous improvement and deliver improved outcomes for children. The views of children and parents are actively sought, through annual questionnaires, ongoing observation and discussion, their feedback and suggestions are also used to reflect upon practice.

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the early years provision

Partnerships with parents and in the wider context are outstanding. Detailed information is exchanged at the start of a placement to ensure the childminder is fully aware of parents' wishes, children’s individual needs and capabilities. Subsequently, the uniqueness of each child is recognised and respected. The childminder builds close relationships with parents and keeps them fully informed about the child's well-being and what they have been doing through discussion and daily diaries. Useful information boards, displays of children’s topic and art work, and regular newsletters ensure parents are fully involved in supporting children’s progress and learning. Parents are highly complimentary about the service provided. The childminder is proactive in building relationships with other people involved with the children, including other early years settings, providing an holistic picture of the child and supporting continuity of care. The childminder

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the early years provision

consistently promotes equality and diversity. The needs of each child are carefully This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 considered by the childminder; all children are fully integrated within the provision and any additional needs are exceptionally well supported.

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and outcomes for children

The childminder is very warm and welcoming to the children thus providing a stable emotional environment where children feel safe and secure. He is developing a good understanding about how children develop and how to deliver the Early Years Foundation Stage in order for children to progress well. An extensive range of resources are available, both indoors and outside, which are attractively set out so that children can make independent choices in what they do. Robust systems are in place to routinely observe and assess children's learning to monitor their progress towards the early learning goals. Information obtained from observations is skilfully used to plan for children's next steps in learning ensuring activities are suitably challenging for children and tailored to their interests. The childminder is generally knowledgeable about planning and assessment systems used within the setting although is still developing confidence in their

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and outcomes for children

implementation. Overall, a good balance of adult-led and child-initiated activities is delivered through an exciting, fun and spontaneous curriculum. Planning successfully incorporates themes and topics which are skilfully extended to allow for differentiation of skills. For example, a trip to the zoo incorporated baking animal biscuits, colouring sheets, word searches, stories, role play, making animal masks and puppets as well as discussion about habitats and endangered species. As a result children demonstrate positive attitudes towards learning and are very keen to participate.

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and outcomes for children

Children’s communication skills are firmly developed through general discussion and enjoyable activities such as sharing favourite books and stories. New vocabulary is introduced as children recall how some animals hibernate during the winter months. Frequent opportunities for mark-making are provided, for example, chalking firework pictures on black card. Children have regular access to creative activities such as painting, drawing and collage. Their art work is attractively displayed, promoting a sense of pride and achievement. Children use their senses to explore malleable materials such as cinnamon scented glittery play dough which they manipulate and sculpt into stars and spirals to match topical placemats depicting fireworks. They also delight in exploring objects from a sensory bag such as glow sticks, glitter tubes, light balls and shakers. Children enjoy role play and ample resources such as dressing up clothes, a pop-up tent, a kitchen and

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and outcomes for children

accessories are provided to support and extend their imagination. Basic mathematical concepts are introduced through practical and meaningful activities such as singing familiar counting rhymes and counting out grapes at snack time. A themed display completed by the children has strengthened their understanding of other cultures as they researched and discussed customs and lifestyles of other countries such as Afghanistan and Japan. Children plant and tend to vegetables including potatoes, leeks and carrots, developing an awareness of the natural world as well as successfully promoting healthy eating habits.

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and outcomes for children

The good health and wellbeing of children is very well supported. Consistent and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 thorough hygiene routines help prevent the spread of infection. For example, children use individual hand towels and are encourage to brush their teeth after meals. Hand washing routines are effectively promoted by posters acting as a visual reminder to encourage self care. Children develop a positive attitude to healthy lifestyles. A record is made to monitor that children have had their ‘five-a- day’ and a 12 week menu ensures meals are balanced, nutritious and varied. Daily opportunities are provided for outdoor play and fresh air. Children benefit from regular outings and develop their understanding of the wider community through trips to the park, local walks or weekly childminding groups to socialise with a wider group of people. Children are taught about safety issues as part of the daily

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and outcomes for children

routine. For example, they regularly practise the emergency evacuation procedures so they are fully aware of what to do in the event of an emergency. The childminder successfully promotes positive behaviour by using effective strategies. Children respond positively to his clear and simple explanations and readily accept being distracted and re-directed. Children’s confidence and self-esteem are consistently fostered because the childminder frequently praises them and is sensitive to their individual personalities. Consequently, children behave well. 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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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 1 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 1 The effectiveness of the setting’s engagement with parents and carers

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Stage

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

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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 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 2

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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

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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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