Ashworth, Kate

Inspection report for early years provision

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Unique reference number EY334829 Inspection date 17/12/2009 Inspector Susan Lyon

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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 2006. She lives with her partner and two children in Bury. The childminder is registered to care for four children under eight years at any one time, no more than two of which may be in the early years age range. The rooms and areas of the house used for childminding are the lounge, play room, kitchen, upstairs bathroom and back garden. The provision is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are two pet rabbits kept in the garden. The childminder provides an out of school service from local primary schools. There are currently four children on roll.

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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

Children are extremely happy, settled and eager to play. The childminder has a good understanding of the Early Years Foundation Stage framework. She creates a colourful and welcoming environment for children, covering all areas of learning. Good observation and assessment arrangements help children make steady progress. Children's safety and welfare is promoted well and most required documentation is in place. All children are included and their individual needs met. The childminder demonstrates strong capacity to continually improve the service provided.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 record children's hours of attendance in the daily register (Documentation) (also applies to the compulsory and voluntary parts of the Childcare Register). 24/12/2009

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further?

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

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further?

 provide opportunity for children to explore and investigate a variety of objects and materials in order to develop their senses.

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the early years provision

Children’s safety and welfare is well promoted through detailed written risk assessments carried out to premises, outings and daily checks to each room used by children. Numerous safety measures are in place to create a safe and secure environment. For example, socket covers, safety gates and cupboard locks are in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 place. Suitable measures keep children safe on outings, such as, using straps and reins. The emergency escape plan is in place and practised regularly, with children contributing to their safety whilst on the premises. Space and resources are organised well, to allow all children to move around freely and safely. Most required documentation is in place, to ensure safe and efficient management of the provision. For example, a policy for a lost child is in place, public liability insurance is displayed and the childminder has a valid first aid certificate. However,

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the early years provision

the hours of attendances are not always recorded in the daily register. This is a requirement of registration. Children are protected through the childminder’s good understanding of her role in child protection and her awareness of the vetting of household members.

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the early years provision

The childminder demonstrates strong capacity to continually improve her childminding through completing the self-evaluation form to identify areas for improvement. For example, she has recently started using the local toy library to increase play resources, has organised resources using a storage system in order to create more floor space and obtained large and small building bricks for children of different ages and stages. The childminder is highly motivated and keen to improve the service, remaining enthusiastic through 'loving her job.' This drives improvement. Feedback is sought from parents, as the childminder asks them if they are happy with the care. The childminder has taken reasonable steps to bring about improvements to the service by completing recommendations from the last inspection. For example, she has increased toys reflecting positive images of culture and completed a first aid course. These improvements enhance the

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the early years provision

learning and safety of children attending the setting. Furthermore, the childminder attends on-going training to increase her knowledge and skills, such as safeguarding children.

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the early years provision

A partnership with parents and carers policy is in place and clearly states 'working with parents has a positive impact on children's development and learning.' For example, potty training is discussed and agreed with parents and introduced together, in order to provide consistency for the child. Parents are involved in children’s learning and development through daily chats and the sharing of observation books at any time. New parents receive a wealth of information, such as, a comprehensive range of policies, activities and routines. The registration certificate is clearly displayed enabling the childminder to establish good working relationships with parents. An abundance of relevant information, recognising the uniqueness of each child is obtained from parents, such as, consent for emergency medical treatment, likes, interests, language spoken at home and comforters. Children’s individual needs are discussed with parents and recorded on 'individual

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the early years provision

needs forms', including health and dietary needs.

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the early years provision

Appropriate discussions with children help them become aware and respectful of people who are different. Diversity is valued through some discussion about Eid and food tasting. Posters of different languages and flags from other countries are displayed. The childminder introduces baby signing, as children learn to communicate 'milk' and 'mummy.' All children are included in activities, through the childminder changing or adapting the way play is provided to suit all levels of ability. The childminder has established some links with local children's centres providing the Early Years Foundation Stage framework, through continuing themes This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and topics, in order to ensure progression and continuity of learning. The childminder understands the benefits of working with other agencies, in order to help children achieve and progress through the sharing of information.

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and outcomes for children

The childminder helps children to learn, by talking to them and skilfully asking them questions to make them think, such as, 'which colour would you like?' and 'find the blue brick.' She has a good understanding of the Early Years Foundation Stage framework and provides a colourful and welcoming environment covering all areas of learning. For example, role play, mark making, construction and books are easily accessible. Children frequently use single and two word utterances, such as, 'up there,' 'more' and 'car.' They begin to show control when using pens and pencils to make random marks on paper. Children love being outdoors and show interest in the world, as they enjoy local walks to feed the ducks. Children ably press buttons to operate toys incorporating technology, such as, sound and musical toys. Children seek to do things for themselves, as they take off their coats and feed themselves with spoons and forks. Children take pleasure in personal

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and outcomes for children

hygiene, as they eagerly wash their hands. Children recite some number names in sequence, as they count the steps when coming down the stairs and count the grapes at snack time.

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and outcomes for children

Children move in a range of ways, such as, climbing, balancing, crawling through tunnels, throwing and kicking balls. They engage well in activities requiring hand and eye coordination and create collages, paintings and drawings. Children use imagination well in role play, as they pick up the telephone, saying hello and 'make drinks for the baby' in the play kitchen. Children freely explore the environment and at times benefit from adult-led activities, such as, stories and singing. The childminder finds out what the child can do on entry to the setting through completing 'all about me' forms, to establish their starting points. She ensures each child makes steady progress through good observation and assessment arrangements, which clearly identify the next steps in their learning. The childminder helps children to learn how to keep themselves safe, through frequent discussions and children show they feel safe as they move around freely and

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and outcomes for children

confidently. Children benefit from fresh air and exercise each day.

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and outcomes for children

An exclusion policy in place and thorough nappy changing routines help prevent the spread of infection. Appropriate action is taken when children are ill and children understand the importance of hand washing, as the childminder explains its 'to get rid of germs.' Children are given healthy choices at snack time, such as, fruit, sandwiches and yoghurts, and drinks are easily accessible, keeping their bodies healthy and hydrated. The childminder treats children with great kindness and consideration, as a result, children are extremely happy, settled and eager to play. They enjoy positive relationships with the childminder and feel a sense of belonging, as their art work is displayed on the walls. Through a good range of art and craft materials children develop their imagination and creativity, thus promoting their sense of achievement and enjoyment. For example, they make hand prints using gold paint on black paper and collage pictures using feathers,

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 sequins and stars. Although opportunity to develop their senses through exploring natural objects and textures are limited.

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and outcomes for children

A satisfactory range of play resources help children become aware of the wider world and value diversity, such as ethnic dolls, books showing different cultures and dressing up outfits. Children are actively involved in making choices and decisions as the childminder asks them what they want to eat. Children are valued as they are gradually admitted to the setting through visits with parents to help them settle in at their own pace. Children’s behaviour is managed positively through clear boundaries and explanations contributing to their confidence and self-esteem. Overall, children are making good progress towards the early learning goals and developing skills for the future. 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 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: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Records to be kept) 24/12/2009

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Records to be kept) 24/12/2009

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