Jenkins, Janette

Inspection report for early years provision

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Unique reference number 505474 Inspection date 15/10/2009 Inspector Linda Gail Moore

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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 registered in 1995. She lives with her husband and son aged 17 years, in a house in South Derbyshire. The whole of the ground floor and the first floor bathroom are used for childminding. There is a fully enclosed garden available for outside play. The provision is registered by Ofsted on the Early Years Register as well as the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding five children in this age group, all on a part-time basis. The childminder also cares for five children on the Childcare Register. The setting operates each weekday from 7.30am to 7pm all year round.

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Description of the childminding

The childminder attends the local carer and toddler group on a regular basis. She has childcare qualification National Vocational Qualification (NVQ) Level 2.

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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 has a secure understanding of her role within the delivery of the Early Years Foundation Stage (EYFS) and meets the requirements. Consequently, children’s health, safety and learning are well promoted. The home is organised to provide a welcoming and inclusive environment. Positive relationships are built with parents and a good level of information is exchanged on how the setting operates. The childminder has systems in place to observe and assess children's development to ensure they make good progress. She has begun to look at methods for self-evaluation and shows a suitable commitment to improving her practices.

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further?

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

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further?

 develop further systems for self-evaluation to identify strengths and maintain a clear focus for future improvement  improve observation and assessment systems, by ascertaining a child's starting points and ensuring activity plans incorporate children's next steps  consider how the educational programme will be delivered for those children who receive EYFS at other settings; in order to promote continuity and cohesion in their learning.

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the early years provision

The childminder understands the Local Safeguarding Children Board’s procedures. She has an appropriate awareness of the signs and symptoms of child abuse and is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 clear about her role in reporting any concerns. This helps to protect children from harm and neglect. All adults living on the premises are known to Ofsted in order that their suitability can be checked. Comprehensive risk assessments are completed for the premises and outings to promote children's safety. Suitable safety equipment is fitted around the home and toys are suitable and safe for children to use. The premises are clean and well-maintained and space is organised effectively to provide adequate room and scope for children to explore and play. Documentation and records are well-organised and a comprehensive range of policies and procedures are available and shared with parents. Suitable

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the early years provision

arrangements are in place should children become ill or have an accident and the childminder has completed an appropriate first aid course. Effective steps are taken to reduce the risk of cross infection, such as providing separate hand towels. Healthy meals and snacks are provided and children participate in regular physical play sessions. These measures contribute towards their good health and welfare.

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the early years provision

The childminder has a good understanding of children's individual needs and provides an inclusive environment for all who attend. Children can initiate their own play and make choices about what they do, as toys and resources are freely available. Good working relationships have been established with parents to ensure children are provided with individual routines and education. Information is shared on a daily basis with parents, both verbally and in the form of a written diary. When children start the childminder ensures she is well-informed about their care needs and routine, although insufficient information is sought about their development in order to establish a 'starting point' from which to plan. Tracker books are used to detail children’s learning and development. Observations are completed to identify what children can do and what their next steps will be, these are shared and discussed with parents. As a result, parents are well-informed

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the early years provision

about their child’s achievements and progress. Activity plans show a good range of activities are provided to ensure children are stimulated and enjoy themselves. Parents receive a copy and this means they know what is provided and how their child spends their time at the setting. However, plans do not fully consider the information recorded in the Tracker book's in relation to each child's next steps; to ensure these skills are promoted and they make maximum progress.

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the early years provision

The childminder is developing partnerships with other settings that children attend, such as the local school. She is aware of the different needs of children who attend before and after school, for instance, they may need to rest and relax. However, she is less clear about how to compliment and support the learning and development of those children in the Early Years Foundation Stage. The childminder is dedicated to her professional development and attends training sessions and workshops to update her knowledge and improve her practice. This contributes towards good outcomes for children. A written system to monitor and evaluate the provision is in the early stages of development, and not fully implemented to ensure the childminder maintains a clear focus for future improvement. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children make good progress in their learning and development. The childminder is caring and friendly and this helps children feel secure and valued. She knows how young children learn and develop and understands how to involve herself in their play to support and extend this learning. Children enjoy the activities offered and are motivated to learn. Younger children become increasingly independent with toileting and personal hygiene routines. Their social skills develop as they learn to play cooperatively together, to share and take turns. All children sit around the table together at mealtimes. Younger children feel a 'sense of 'belonging' as they are fully part of the group; they observe the older children and this helps promote self help skills and extend their understanding of good manners. Children regularly read and enjoy books, there is a good selection available and these are well organised at child height in a book rack. A table is constantly available, with a

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and outcomes for children

selection of paper, pencils and stencils for children to help themselves. Consequently, younger children are starting to show a real interest in mark-making as they independently sit and draw with different coloured pencils.

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and outcomes for children

Daily activities and discussion are used to help promote problem solving and numeracy skills. For instance, counting the beads as they thread them. Naming different colours and shapes as they roll and cut play dough. They learn to weigh and measure ingredients as they engage in cooking activities. Children design and create their own artwork with crayons, paints and glue. They develop fine muscle skills as they use tools such as scissors. Children enjoy acting out role play situations such as hairdressers, with a range of equipment. Musical instruments are used to help children learn about different sounds and rhythm. Children engage in physical activity as they play in the childminders garden, or visit local parks and soft play centres. They run around and learn how to climb and balance on large equipment. Children are beginning to understand how exercise effects their body and has a positive impact on their health.

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and outcomes for children

Children are gaining a sense of time and learning about the natural world. They grow plants in pots to take home and care for. A wall calendar is used to develop their understanding of changing days, dates and seasons. They learn about the wider world through a range of activities and resources, such as dolls, play figures and books. They can access a computer with a variety of suitable educational software. Children feel safe in the setting and understand issues relating to safety. They are regularly involved in discussion and activity to help them learn how to stay safe whilst playing and how to behave. They know not to climb or run in the house and understand how to use tools safely such as scissors and knives. Children play board games that cover safety issues, this encourages their learning in a fun way as they receive a certificate on completion and this rewards their achievement. 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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