Woods Julie Ann

Inspection report for early years provision

p.1

Unique reference number 149356 Inspection date 09/11/2009 Inspector Lynne Kathleen Talbot

p.1

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.

p.1

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

p.2

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in November 1995. She lives with her husband and two children aged 15 and 12 years in Stevenage, Hertfordshire. The whole of the ground floor of the home is used for childminding. There is a fully enclosed garden for outside play. The childminder has a dog, fish, a hamster and two guinea pigs. Access to the childminder's home is via a slope and single step.

p.4

Description of the childminding

The childminder is able to provide care on each weekday during term-time and school holidays. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of five children under eight years at any one time, no more than three of which may be in the early years age range. There are currently four children attending part-time hours, one of whom is within the early years age range.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children's individuality is respected by the childminder because she develops a thorough knowledge of each child's needs and interests. She forms a positive relationship with parents and carers, using effective methods to share information, understanding their home life and changing needs and largely sharing children's progress with them; this ensures that children's needs are met and that planned activities promote good progress in their learning. Partnerships with other agencies are recognised as important and are planned for when children reach that stage in their development. The childminder takes positive steps to promote children's welfare through established routines for health, minimising risks and clear safeguarding awareness. She has a positive attitude towards continued development but has yet to implement a system to continue self-evaluation as the basis of ongoing internal review.

p.4

further?

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

p.4

further?

 enhance further the links with parents and carers by involving them in the learning programme and show how identified next steps are seen to inform the planning for individual children  use self-evaluation and quality improvement processes as the basis of ongoing internal review. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

Children's welfare is very well-promoted because the childminder has a good knowledge of the Early Years Foundation Stage (EYFS). She has a firm understanding of her roles and responsibilities relating to safeguarding, reviewing her clear policies frequently and arranging emergency cover, using two other registered childminders to ensure full support for children and families. Children are fully safeguarded because the childminder ensures that all required persons are suitably checked. Comprehensive risk assessments are completed for the premises and for all outings undertaken. Children are given ongoing reminders of how to keep themselves safe. For example, they manage toys and equipment with support and know that some areas of the premises are not to be used by the youngest children. Safety on the roads and in the community is discussed to ensure that children learn about personal safety; they practise the emergency

p.5

the early years provision

evacuation each month carrying out extra activities such as drawing pictures, borrowing books from the library or watching a video to fully develop their knowledge and understanding.

p.5

the early years provision

The childminder offers an inclusive service to all children in her care, ensuring that she is aware of their individual learning styles and is using this in her planning thereby narrowing the achievement gap. This is shown when discussing the flexibility of hours required and the resultant changing needs of each child, and the liaison with parents regarding specific dietary needs of children. The childminder has a very good understanding of cultural differences and the impact of inequality, with provision to support children's awareness of the wider community. An appropriate range of activities are planned to ensure that children's awareness of other cultures and beliefs, special educational needs and disabilities continues to develop. The childminder is fully aware of the importance of working with other agencies offering EYFS to ensure a consistent approach. The relationship with parents and carers is very good, with detailed diaries supplied. Parents comment

p.5

the early years provision

that the childminder has a natural ability to promote child development and that they cannot praise her highly enough. They also note that children are happy and content with advanced speech and cognitive development due to the care of the childminder. Learning journey files are provided, together with identified next steps, although there is not yet a system to show how parents have an input into the learning programme or that shows how the next steps link to the planning for each individual.

p.5

the early years provision

The childminder demonstrates genuine enthusiasm for her work and is motivated to continue making changes that improve outcomes for children. Recent development has included training in first aid, road safety and fire safety. Self- evaluation processes are in the early stages and evaluation processes are yet to show the basis of plans for the future or show ongoing review. Children make good progress in their learning because the childminder makes good use of resources. The environment is conducive to learning, safe and well cared for. Children independently seek activities and move freely from room to room to initiate learning. The childminder takes appropriate steps to ensure that resources This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and the environment are sustainable, helping children to respect materials and use them safely.

p.5

and outcomes for children

Children are very confident and enjoy the time spent in the care of the childminder. They make good progress in their learning because the childminder has good understanding of the EYFS. Activities are matched to each child's needs. The childminder completes learning journey files for each child showing a summary of achievements at the end of each month and identifying next steps, although these are not yet shown clearly to link with planned activities that take place. Progression is monitored, ensuring that children's learning is fully supported.

p.6

and outcomes for children

Children are motivated and enjoy a broad range of activities, moving independently between activities and initiating new areas of play. For example, they enjoy play with trucks, cars and figures, finding animals to fit into cars. Young children begin to learn about positions as the childminder encourages them to place them into the top or bottom, talks about high and low, or in front and behind. They identify colours, finding them with ease and repeating new words after the childminder. Children explore number as they count both independently and with help, showing great pleasure as they are praised, which reinforces their efforts and helps to develop self-esteem. The childminder takes every opportunity to assist children to accommodate new information such as pointing out numbers around them, including those within breakfast cereals. Children explore materials around them, moving from role play with dolls, small figures, and mechanical and

p.6

and outcomes for children

battery operated toys. They listen intently, watching the childminder as they explore how one action has an effect on another and then copying her to try for themselves. Children begin to explore larger role play re-enacting what they see around them. For instance, they try using a sling to wrap an arm or head, playing and modelling the doctors or hospital.

p.6

and outcomes for children

Children have ample opportunities to develop physical awareness and capabilities. Each day they explore the local park areas and walk part of the way to and from school together. They use community facilities offering soft-play for large physical activity as well as local authority planned play activities suitable to their age. Children enjoy and explore the garden with tents, tunnels and cars as well as other equipment continuing to develop physical awareness and explore their health. They participate in gardening growing, as examples, peppers, broad beans, chillies and tomatoes. Children discuss the care plants need, watering them and harvesting them after comparing size and heights. Routines established to support an understanding of personal hygiene encourage children to make links between hygiene and personal health. They enjoy meals together as a social time at the dining table, trying new tastes linked to other cultures and becoming aware of the

p.6

and outcomes for children

dietary needs of others. The childminder encompasses such needs in cooperation with parents, often supplying items cooked to specific menus such as milk-free breads. Children learn about preparing and cooking foods together often choosing a recipe, writing an ingredients list and shopping for the items needed. They are able to develop an insight into the making of meals carrying out everyday activities This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 within the community and becoming socially aware. As a result of routines, activities and support, children are developing an awareness of what constitutes a healthy lifestyle. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

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

p.8

Stage

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

p.8

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

p.8

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

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.9

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.9