Robb, Julia

Inspection report for early years provision

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Unique reference number 101007 Inspection date 10/12/2009 Inspector Angela Cole

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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 2000. She lives with her partner and son aged 10 years in a three-bedroom, semi-detached house in the Brockworth area of Gloucester. The whole house is registered for childminding and children play on the ground floor, including in the conservatory. The children use upstairs bathroom facilities. There is an enclosed, rear garden for children's outdoor play. The family has a rabbit, a guinea pig and African land snails as pets.

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Description of the childminding

The childminder is on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register to offer childcare before, during and after school and in school holidays. She is registered to care for six children at any one time and is currently minding seven children in the early years age group on a part-time basis. The childminder regularly works with an assistant and also cares for children over eight years of age. Overnight care is offered for one child under eight years.

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Description of the childminding

Local amenities within walking distance include two schools, two parks and a library. The childminder visits a children's centre and a drop-in centre and takes and collects children to and from a playgroup and a primary school. The childminder holds a Level 3 qualification in Early Years Education and Childcare. She is a member of the National Childminding Association and of a local childminder support group.

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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 promotes aspects of children's welfare and learning with success. Children are safe and secure at all times and enjoy exploring their local area and the world around them. The childminder recognises the uniqueness of each child and provides care and education which is aimed at them as individuals. Each child enjoys interesting and stimulating activities and experiences that, overall, enable them to make good progress in their learning and development. Partnerships with parents and carers are strong, helping to keep them fully informed of their child's progress and involves them in their child's care and education. Most required documentation is maintained and ongoing reflection of her practice enables the childminder to identify strengths and areas for development.

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further?

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

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further?

 update the record of risk assessment to include any assessments of risks for outings and trips  maximise opportunities during routines for children's independent learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The qualified childminder is experienced and well organised. Policies and procedures required for the safe and efficient management of the Early Years Foundation Stage are effectively implemented and shared with parents. The childminder carefully maintains most required records for ensuring that children are safeguarded and their needs are met. These include checking that the details held are correct for any child staying overnight. Effective risk assessment is conducted for the home environment and for trips out to manage or eliminate hazards, though this is not recorded for outings. The childminder is aware of her responsibilities regarding the suitability of all adults having unsupervised access to the children. She knows and understands child protection issues to respond to any concern about children in her care. Effective steps are taken to promote children’s good health and well-being, including those to prevent the spread of infection or

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the early years provision

Children benefit from the childminder's good knowledge of their backgrounds and needs and her active promotion of equality and diversity. She effectively supports them to understand how others are different from themselves, for example, by saying how beautiful is a very young child's picture. A supportive learning environment is available to all children and stereotypical views are challenged by encouraging boys and girls to dress-up, cook and play sports activities. The childminder helps families to explore their own cultural backgrounds and invited a local shop owner to show children how to make Diwali decorations and tell them stories about the festival. She devotes her time to being with the children and always keeps within her ratios. Additional children are cared for with the help of an assistant who helps as required, for example, on outings. The house and garden are safe and suitable for the purpose of childminding and good use is made of the

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the early years provision

available spaces. The lower section of the garden can be gated off so that children go in and out freely to play as they choose. Good use is made of varied, accessible resources, including a story sack borrowed from the toy library, and children actively learn about re-using resources on their regular visits to the recycling station.

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the early years provision

The childminder is professional, positive and experienced in working with other agencies and early years providers and has effective systems to liaise should these be required. Discussions and detailed written diaries are well planned so that information is regularly shared to promote children's achievements and continuity of their care. The childminder is motivated to organise and attend additional training to extend her knowledge to further develop her practice and outcomes for children. Her self-evaluation is put to good use and she shares her views with other, experienced childminders to help highlight practice issues. She has fully implemented the recommendation arising from the previous inspection concerning hygiene and identifies clear targets that further develop her commitment to inclusion. Their involvement in reviewing assessment systems and parent surveys enables families to take an active part in developing the setting. Highly positive

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the early years provision

relationships with families ensure that each child's needs are well met. Parents are made to feel very welcome and are regularly invited to join their children on This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 outings. They are fully informed about the setting and all aspects of their children's learning and well-being. The informative induction meetings, personal copies of policies and procedures, daily informal discussion and offers of a daily diary encourage effective liaison with parents. Sharing of children's record folders with photographs helps parents to be very well informed and involved to further support their child's learning when with the childminder and at home.

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and outcomes for children

The children benefit from the childminder's detailed knowledge of their individual needs. This enables them to build strong, trusting relationships so that they gain confidence to become independent and curious to try out new activities and experiences. The childminder's home is effectively organised to give children suitable freedom to move around and take part in different activities. For example, they enjoy blowing, shaking and strumming musical instruments in the conservatory and concentrate in the sitting room to create their own pictures with interesting, craft materials. As appropriate to their stage of development, children freely explore parts of the spacious garden; they help pick up the windfalls and grow vegetables, including peppers and potatoes. Over time, they use challenging large and small equipment that encourages their physical development. They regularly visit a nearby park to play on larger, physical equipment and are active

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and outcomes for children

indoors when using wheeled toys and moving energetically in time to music. Young children are inquisitive and ask questions about people they see, such as those making deliveries to the house. The childminder helps them to play a part in the wider community, for example, to become familiar with different urban areas and visit the city farm to feed the rabbits. She supports them to socialise with others at regular children's centre sessions where she organises activities for other carers and their children, including making masks and bread rolls.

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and outcomes for children

All children achieve well and enjoy their learning. The childminder has a secure understanding of the Early Years Foundation Stage. As a result, she has capably developed a system to observe and assess the children's responses that is clearly supported by dated notes and photographs. She uses the information gathered, along with her knowledge of the children, to effectively meet their needs as they play. Children benefit from the childminder's enthusiasm and her thoughtful interaction and involvement in their activities. She effectively encourages children's early language development by listening to their ideas and discussing different meanings of words, such as 'mashed' and 'boiled' potatoes. Children learn to link sounds with letters as they hear the initial sounds of words, such as 'snake'. They develop a love of books on library visits and snuggle up with the childminder to read favourite stories, including 'Hungry Caterpillar'. Young children's problem

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and outcomes for children

solving skills are well fostered as they work out how to run battery vehicles and use a laptop to show their parents party photographs and learn about water wheels. Some use is made of routines to foster children's learning, including count the pieces of fruit, though these opportunities are not maximised, for example, by involving them in preparing for, and serving, their meals. They confidently use their increasing understanding of shape, space and measure to compare sizes, for example, of their hands and of finger puppets. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The children's welfare is well supported in practice. Young ones learn the importance of a healthy diet as they are offered a range of nutritious snacks and meals. Children are effectively encouraged to try different tastes to vary their diets and learn the value of foods that help them to 'have big strong muscles'. They

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and outcomes for children

make selections of fruit at meal times, showing their growing understanding of healthy options. Drinking water is freely available to children during the day, making sure they stay hydrated. Well-established routines for hand washing with clear explanations about cleanliness enable children to learn about good personal hygiene 'to get the bugs away'. The children behave in ways that are safe for themselves and others as, for example, they learn to store pegs away so these are not a danger to toddlers. They gain a good understanding of how to stay safe by following safety rules on the stairs, trampoline and swings. They regularly practise evacuation drills and follow road safety rules when out walking. Children are also encouraged to take appropriate risks under close supervision. For example, they learn how to safely handle scissors, behave sensibly near canal water and visit woods to collect cones and sticks. The children respond to the relaxed, homely

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and outcomes for children

atmosphere and the childminder's frequent praise and encouragement. She has a calm and friendly manner and is a positive role model. The children follow her lead to learn to be polite, share toys and willingly take turns so that their behaviour is good. 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 2 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 2 The extent to which children make a positive contribution 2 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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