Brindle, Debbie

Inspection report for early years provision

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Unique reference number 301652 Inspection date 11/02/2010 Inspector Wendy Fitton

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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 0300 123 1231, 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: 0300 123 1231 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 registered in 1996. She lives with her two sons aged 13 and nine years. The premises are situated in the Blackburn area of Lancashire. The childminder is registered on the Early Years Register and both parts of the Childcare Register to care for a maximum of six children. There are currently six children on roll. Children attend full- and part-time places and are dropped off at and collected from school.

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Description of the childminding

The childminder works with another registered childminder at her premises and employs an assistant and a support worker for cooking and food preparation. Children have access to a specific playroom, a living room for quiet play and sleeping, and a kitchen for eating, cooking activities and craft and messy play. Toilets and hand washing facilities are adjacent to the kitchen on the ground floor and there is access to a large outdoor area. Children do not access any upstairs areas.

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Description of the childminding

The childminder is a qualified nursery nurse. She has completed various training programmes in British sign language, play work, safeguarding, food hygiene, first aid and behaviour management. She is a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The childminder has an excellent knowledge and understanding of meeting children’s individual needs. Children are extremely well cared for in a highly stimulating and child-centred environment. Exceptional organisation of the educational programmes, which reflect rich, varied and imaginative experiences, fully supports children's learning and progress. There are excellent and positive partnerships with parents, carers and other professionals, to meet children's welfare and development needs. Policies and procedures for the safe and efficient management of the provision are in place. The welcoming environment is fully inclusive and reflects the children's backgrounds, communities and family lifestyles. The system for evaluating the quality of the provision is highly effective; the childminder has challenging plans of development for the future, and continues to strive to maintain continuous improvement and the outcomes for children and the

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 continuing with the effectiveness of future planning to secure continuous improvements to bring about further outcomes for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are protected and safeguarded through exemplary policies and procedures which are effectively implemented. Adults are suitably vetted and cleared to work with children; they are experienced and qualified in aspects of childcare. The quality and provision of safe and suitable furniture, equipment and toys are excellent. Children are safe and secure in the premises and the deployment of resources is highly effective. Children feel really safe as they respond to the close contact with the childminder and enter the setting confidently, access the toys and resources freely, and approach the childminder. They are comfortable with the routines and rhythms of the day. There is active involvement from all adults to discuss and share their ideas, and to continue working towards the visions and values of the provision. The childminder has a clear vision for the setting and is fully committed to maintaining and providing high quality childcare.

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the early years provision

She continually reflects on what is provided and is still working towards the full implementation of the Early Years Foundation Stage for the planning of the assessments and to further promote the outcomes fore children. She continues with her own professional development and encourages others to attend training.

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the early years provision

Partnerships with parents and other professionals are exemplary. Important information is gathered from everyone involved with children in order to meet their individual needs. There is liaison with other nurseries through support and advice about programmes of learning and themed activities. The childminder is involved in the local community activities when taking children to the local library, swimming and to play centres. There is effective liaison with other agencies who support children through assessments and transitions. Parental questionnaires are given out twice yearly and parents are involved in what their children need and there is consent to share this information with other staff and professionals. There are parents' outings organised to encourage and promote the extended family unit and to build good relationships. Children are involved in the planning of activities, menus and holiday programmes. Children and parents comment positively about

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the early years provision

the provision and state that there is lots to do and play with, that the service is excellent, flexible and reliable, and that adults are friendly and caring. There are parent meetings and discussion times set out in the yearly plan, to discuss and review children's progress and development. The meetings are also used to highlight any concerns or queries. Parents have access to all organisational policies and procedures. The reception area of the premises displays all information about activities, photographs, posters and information brochures.

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the early years provision

Children feel a very strong sense of belonging as they play in the exciting and stimulating environment. Inclusive practice is really evident throughout the provision through displays, policies and themes. All facilities provided are available to promote achievement and enjoyment through learning, play and development within an enabling environment. The setting provides for a wide range of families from varied backgrounds, cultures and religious beliefs. The childminder encourages and supports each individual family by valuing their contributions and participating in festivals and celebrations. There are clearly defined procedures in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 place to support and guide those who have or may have or develop specific needs or disabilities.

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and outcomes for children

The childminder has an excellent knowledge of the learning and development requirements. She really values and supports children's learning through exceptionally well-planned activities and experiences. The planning of the learning environment is linked to the six areas of learning, with free access to continuous provision throughout the day. The childminder provides a high quality environment which enables children to learn, develop and thrive to promote their welfare and learning. She plans and considers the needs of all the children through effective planning and observation on a continual basis. She targets future learning needs as children progress towards the early learning goals. The childminder promotes the uniqueness of each child’s learning styles by providing a wide range of resources to help them to be active, creative and imaginative learners. The planning of the provision is always supported through what the childminder learns

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and outcomes for children

from the child as an individual. Children are extremely happy and secure and enjoy their time in the childminder’s care. She has created a very homely, welcoming and child-centred environment where children are well supported. She talks to and reassures children throughout the day and works to a flexible routine so children feel a sense of belonging. Children participate in outings to local parks, community centres, toy libraries and places of interest. Children are happy and content to play. They respond to the childminder's questions and a positive, social environment is evident.

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and outcomes for children

Children develop their personal, social and independence skills as they become independent learners through well-equipped, secure areas and extensive resources and toys for them to choose from. They put on their own coats and independently go to the toilet. Children respond to the positive praise and encouragement and feel a sense of belonging in the child-centred environment. They socialise in their local community and learn about different people who help us. They play together in a small group, share, take turns and learn about expected behaviours and the impact of behaviour on others. Children develop their creative and imaginative skills as they explore and investigate masses of different materials and media. They make and manipulate play dough and they glue, cut and create with papers, card, coloured tissue paper, feathers, wool and paint. Children make music with instruments and express themselves with dressing-up and role-play toys. Children's

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and outcomes for children

speech and language development is supported from a very early age through repetition, rhymes, greetings and manners. Children learn to name simple objects in their environment and through looking at books. The childminder listens to what children have to say and extends their thinking and learning through open-ended questions. Children love stories and listening to story tapes. They learn about their environment and the natural world. They plant seeds and grow flowers. They discover the outdoors when they visit parks and playgrounds and visit museums and places of interest. Children learn about different cultures and participate in festivals and celebrations from around the world. Children develop their physical skills as they practise climbing stairs and use large apparatus. They enjoy This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 swimming, drama and dancing classes. Children exercise at the play gym centres

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and outcomes for children

and ride on wheeled toys and access fresh air on a daily basis. Children count during everyday activities when helping with their snack. They count cups, pieces of fruit and the plates. Children play matching games and stack cups and bricks. They learn to fasten their pram seats, use an abacus, fasten buttons and tie shoe laces. They learn about colour and shape matching and therefore extend their problem-solving and reasoning skills.

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and outcomes for children

Children have a wealth of good knowledge to keep themselves safe and healthy and make a positive contribution. They learn about safety measures when going out on trips as they wear high visibility fluorescent jackets. They understand about safety seats in the car and about road safety rules. Children are encouraged to have healthy lifestyles, as the childminder promotes many aspects of healthy living through activities. For example, 'food is fun', the provision of a nutritious diet and the childminder teaching about healthy decisions. Children learn about the importance of good hygiene as they wash and sterilise their hands on an ongoing daily basis. Hand sanitising gel, tissues and low-level toilets for young children are provided. Children's ideas and contributions are valued and listened to and included in the planning of activities. They are supported and encouraged to participate and to encourage others though a buddy system to form close

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and outcomes for children

relationships. Children know and understand how to share and take turns. Their behaviour is managed effectively in a way that supports their understanding of what is right and wrong. Children relate to the house rules and know and understand how their behaviour may affect others. 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 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 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 1

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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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