Wallis, Katie Sarah

Inspection report for early years provision

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Unique reference number EY390173 Inspection date 14/09/2009 Inspector Ferroza Saiyed

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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

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.

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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. She lives with her husband and her child aged 17 months in Leyland in Lancashire. There are two cats kept as pets. The whole ground floor of the childminder’s house is used for childminding. There are bathroom facilities which are situated on the first floor and the back bedroom is used for children's sleep.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children under eight years at any one time, of whom no more than two may be in the early years age range. She is currently minding two children in this age group. The childminder cares for children on weekdays from 8.00am to 6.00pm for 46 weeks of the year. Children are taken on regular outings to parks, walks and to toddler groups.

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Description of the childminding

The childminder receives support from the local authority. She has experience of working with children within a school setting and has gained Levels 2 and 3 teaching assistant qualifications.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The childminder provides a warm and welcoming environment, where children's welfare is suitably promoted. Children make suitable progress as the childminder has a basic understanding of the Early Years Foundation Stage (EYFS). However, activities and resources do not fully promote children's learning and development. She is keen to attend training to increase her knowledge, and is beginning to use self evaluation to assess the quality of her provision. The childminder has identified key priorities for development, therefore ensuring continuous improvement to promote outcomes for children. Partnerships with parents are sufficient though they are not fully included in the learning and development of their child.

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further?

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

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further?

 provide opportunities to help children to become aware of, differences in cultures, gender and disability issues to enhance their understanding of the wider world  continue to develop knowledge and understanding of the early learning goals and further develop the observation, assessment and planning for individual children, so their next steps influence purposeful play and learning in all six areas of learning  increase involvement with parents in supporting their children's progress so that learning is linked and extended within the home and gather starting This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 points.

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the early years provision

Children are safeguarded. The childminder has attended safeguarding training and is secure in her knowledge of child protection issues. She has a good understanding of the procedures to follow if she was concerned about the welfare of a child in her care. The Safeguarding policy meets the latest requirements. Suitability checks have been completed on all adult family members who may come into contact with the children. Children are kept safe and secure in this well organised and well maintained family home. The childminder checks the environment daily to ensure children’s safety at all times. She clearly explains how she minimises risks to children in her home and on outings through appropriate safety arrangements and by completing detailed written risk assessment. Records ensure that children are collected by named persons who are known to the childminder and procedures are in place to ensure children cannot leave the

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the early years provision

Children's health and welfare are promoted through appropriate implementation of childminding policies, which are shared with parents at the start of any placement. They receive written information about the setting, including relevant policies and procedures and are kept up to date about their child's care through verbal feedback and daily diaries. The childminder invites parents and children for introductory sessions and gathers relevant information required to meet the children's individual needs, for example, dietary and health requirements. However, the systems to find out about children's starting points in relation to their learning and development are not fully robust, and they are not actively involved in their child's learning which means, they cannot contribute to their child's learning and development. She is fully aware of the wider context of partnership with others, although this is not applicable at present.

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the early years provision

The childminder has effective systems to monitor and evaluate the quality of the provision she offers. She has a positive attitude to the ongoing development of her childcare service through self-evaluation and monitoring. She is keen on developing professionally and undertakes additional workshops, such as welfare requirements and further EYFS training to provide a stimulating home based environment.

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the early years provision

Space is used well as the childminder organises her home to be welcoming to the children. They choose where they wish to be and explore their surroundings and are able to access resources from low level storage, which sufficiently supports children's learning and development. However, children do not have the opportunities to help them become aware of, differences in cultures, gender and disability issues to enhance their understanding of the wider world. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Although children have only attended for a short period of time, they are beginning to settle well in the childminder's home. The childminder understands the importance of allowing children time to settle and to develop relationships. Space is appropriately organised so that they can move around freely and independently, and choose from a suitable range of resources. Although the childminder has begun to familiarise herself with the EYFS, she is not fully confident at using it to effectively promote children's learning and development in all areas of their learning. The childminder recognises the importance of play and is beginning to develop a planning system to complete observations to promote next steps in their progression towards the early learning goals. However, planning and assessment are currently in their infancy.

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and outcomes for children

Toddlers are well supported in the development of their walking skills. They pull themselves to a standing position using domestic furniture and sturdy toys, helping them to balance. They are supported well as their physical mobility and coordination increase. The childminder is aware of children's individual interests. For example, she knows they enjoy looking at animals and makes sure these are placed within easy reach. She provides a wide range of simulating and interesting activities for different ages which are flexible to their needs. Resources are stored at a low level so that they can initiate their own independent choice and decision making during the day. Children benefit from the caring, loving and affectionate relationship they have established with the childminder as they snuggle comfortably into her when they are tired. She knows them well and is flexible to their individual needs.

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and outcomes for children

They enjoy vocalising as the childminder initiates conversation and reinforces their attempt to speak, for example, they learn to say 'ta' when given snack and try and repeat the names of fruits. Younger children understand simple meaning, for example, when the childminder says 'come and look at this'. Children delight in waving their arms about to action songs, such as 'dingle dangle scarecrow' and 'head and shoulders'. They develop close relationships with the childminder and enjoy sitting on her lap for story time.

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and outcomes for children

Children's welfare needs are fully addressed. They enjoy healthy routines throughout the time they attend gaining plenty of fresh air and exercise each day. They are kept well hydrated through continuous access to their own drink containers and drink plenty of water. Healthy snacks, usually fruit, are provided. The childminder takes the necessary steps to prevent the spread of infection and appropriate action taken when children are ill. The childminder uses age appropriate strategies, such as distraction and explanations. Children are learning to share, take turns and be kind during their play. Their good behaviour is actively encouraged through positive role modelling. These measures successfully develop children’s self esteem and respect for others. Children are developing many skills that will contribute to their future economic well being. For example, they are eager to use programmable toys as they become increasingly confident in pushing

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and outcomes for children

buttons and switches, which means they are learning how things work. 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 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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