Riches Kirstie

Inspection report for early years provision

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Unique reference number EY263384 Inspection date 01/12/2009 Inspector Cordalee Harrison

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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 2003. She is registered on the Early Years Register and both the compulsory and voluntary parts of Childcare Register. The childminder is registered to work at the home of her mother who is also a registered childminder, in Dunstable, Bedfordshire. Also resident at this property are the childminder's father and one adult sibling. All rooms on the ground floor of the premises may be used for childminding. However, childminding activities are mainly contained to the playroom and open plan living areas, which includes the breakfast area and kitchen. Toilet and washing facilities are easily accessible to the children. There is a fully enclosed rear garden for outdoor play. The family pets are two cats.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight at any one time. When working with her mother at the above address, they may care for a maximum of 11 children under eight years at any one time. Currently there are nine children on roll, of these, eight are in the early years age group and one is in the later years age group. Both childminders take equal responsibility for the childminding practice.

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Description of the childminding

Journeys to school to take and collect children involve the use of a car. The childminder attends the local toddler group and a number of children's activity groups. The childminder is a member of the South Bedfordshire Childminding Network. Her qualifications include the National Childminding Diploma and the Council for Awards in Children's Care and Education level 3 Certificate in Childminding Practice. She is currently working towards NVQ level 3 in Childcare and Education.

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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 child-centred learning environment and the childminder's warm and responsive attitude towards the children help them to develop high self-esteem and confidence. The childminder encourages children to give feedback about their learning experiences on a daily basis. This provides up to date information to help her to meet children’s learning and developmental needs to a consistently high standard. Practices such as these help children to understand that their ideas are important. The childminder understands that the Early Years Foundation Stage is fundamental to helping children to develop positive attitudes and ideas for all future learning. Information about children's starting points, background and culture is used effectively to ensure that children's learning experiences are unique and individual to them, thus promoting equality and diversity. The childminder maintains continuous improvement; she has addressed recommendations made at

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The overall effectiveness of the early years provision

the previous inspection. Additionally, she keeps her knowledge of childcare matters up to date with relevant training. Currently, she is well on the way to achieving her level NVQ level 3 in Childcare and Education. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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further?

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

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further?

 increase the opportunities for children to use more recycled resources in their activities

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the early years provision

The childminder safeguards and promotes children's learning and development exceptionally well. Children are safe and secure in the childminding setting, because the childminder and her co-minder consistently draw from the Early Years Foundation Stage (EYFS) and guidance, and use it as a point of reference for all their childminding activities. This ensures that they meet the welfare requirements and promote children’s learning and development to an excellent standard. The childminder and her co-minder are thorough in their organisation and preparation for children. The childminder has wide-ranging knowledge of safeguarding. She relates it to all areas of her childminding practice, child protection, physical and emotional safety, health and hygiene and to helping children to develop their awareness of personal safety. The childminder is familiar with the Local Safeguarding Children Board’s guidance. She is confident in her knowledge of child

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the early years provision

protection. She knows the main types of abuse and is able to recognise the indicators that children are at risk of abuse and neglect. The childminder is clear about the procedures for dealing with issues of concern about children’s welfare and well-being. She takes account of parents, and the local and registering authorities.

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the early years provision

Children are not alone with anyone who is not vetted. The childminder works closely with her co-minder; they make sure that children are in their sight or can be heard at all times, which assures children’s safety and security. To drive improvements the childminder builds on the success of her previous inspection and couples it with regular training and objective self-evaluations. This enables her to identify any weaknesses in her practice and address them in a timely manner. She and her co-minder make sure that the childminding setting is superbly equipped with ample modern resources of the highest quality to deliver the EYFS for all children. All children benefit equally from the high quality provision, because the childminder and her co-minder attend a number of training courses, such as safeguarding and food and hygiene. Additionally they participate in programmes such as the ‘Healthy Eating Awards’, which develops their knowledge and skills.

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the early years provision

Inclusion and diversity are strong features of the childminding provision. The childminders work together effectively to help children to develop new skills and build on their interest. This results in even judgements across their childminding activities.

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the early years provision

The home environment is maintained to a high standard of hygiene and safety. All This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of the resources that children use are clean, age appropriate and in good order. Risk assessments for various outings and checks for the home are detailed. The childminder shares good quality information with parents, which helps them to cooperate with her and her co-minder to maintain high standards for all children. This ensures that all parties including health, education and social care professionals work effectively together to gain coherence and continuity of care for children.

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and outcomes for children

Children explore and experiment as they learn through play. They use ample good quality play resources and experience an extensive range of activities that promote and extend learning across all areas of the early years curriculum. Children develop hand-eye coordination, number and letter recognition as they use an extensive range of modern resources. Discussions, repetition of words, books, alphabet posters and number lines help them to consolidate knowledge, practise and promote independent learning. They use a variety of resources from interactive play centres to realistic tools such as suitable knives, as they help with the preparation of the fruits at snack time. The support that the childminder provides for children enables them to excel as they make progress at a pace that is specific to them. Children develop their understanding of teamwork, and promote their communication and social skills as they cooperate with their peers in joint activities

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and outcomes for children

such as role-play. They learn to make decisions, share and compromise. The children take the lead in activities; the childminder is sufficiently confident to allow them to carry out their activities independently. This helps children to work their ideas through, develop their thinking process and solve simple problems.

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and outcomes for children

Children use their imagination, develop social skills and skills for the future as they use realistic resources in their pretend play. They develop their understanding of personal safety as they identify and discuss safe boundaries indoors and outside of the home. They practise evacuation of the premises regularly. In addition to first hand experiences, the childminders use stories, pictures, nursery rhymes art and craft activities, music and role-play to help children to combine learning and to develop their memory and recall. However, although the children use many modern resources there are few opportunities for them to use recycled materials in their daily activities.

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and outcomes for children

Through consistent daily routines, children develop their self-care skills and learn about healthy lifestyles. They practise different aspects as they help themselves to drinking water, and eat a selection of fresh fruits and salad vegetables. They progress from toddling to walking independently, learn to put on their coats and shoes under the childminder’s guidance and supervision. Children are learning to wash their hands after using the toilet and before eating, older children know the reasons for doing so. Children are developing skills for the future, they are learning to value themselves and others. Listening, taking turns and behaving well creates an environment where all children are able to carry out their activities without disruption. The childminder is a good role-model for children as she is calm, patient and consistent in her management of children’s behaviour. This helps This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

children to understand what to expect and how to treat others.

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and outcomes for children

The childminder and her co-minder plan consistently to ensure that the activities that they provide cover all areas of learning. For example, through activities, such as cooking, children explore change, weigh, measure, estimate and test their senses. Visits to the zoo and local woods provide the opportunities for them to discuss animals and their different habitats. Children visit many places of interest and participate in activities out in the community. In addition to the use of practical play resources, which raises children’s awareness of disability and cultural diversity, they interact with people in the community as they visit the toddler groups and join their peers to play at activity centres and the other community play spaces. The childminders regular carry out observations of children and plan consistently for the next step in their progress. This enables children build on what they know and ensures that activities are adapted to reflect their stage of

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and outcomes for children

development, based on the broad principles of child development and reflective practice. The childminders link children's progress securely to the expectations of the early learning goals; this helps children to excel in their learning and development. 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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