Noke, Catherine Elizabeth

Inspection report for early years provision

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Unique reference number EY332734 Inspection date 08/12/2009 Inspector Geneen Yvonne Hulse-Brown

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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 has been registered since 2006. She lives with her family in a semi-detached property in Huthwaite, Sutton, in Ashfield, Nottinghamshire. Local schools, shops and parks are within walking distance. She has three children, aged six months, two and five years old.

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Description of the childminding

Children have access to all ground floor rooms, including the kitchen, lounge, hallway and toilet, with upstairs access to the bathroom and three bedrooms. There is a fully enclosed area to the rear of the property for outdoor play. Premises are accessible via a small step to the front door.

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Description of the childminding

The childminder is registered for the care of three children under the age of eight years and is presently caring for one child in the early years age group. The childminder offers care to children up to 11 years of age. She is registered on the Early Years Register, and the compulsory and voluntary part of the Childcare Register. She is a member of her local childminder group and the National Childminding Association (NCMA).

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The childminder’s secure knowledge of the children in her care supports her in providing them with enjoyable and interesting experiences. She completes simple observations of children at play, however, her planning and assessment systems are still in their infancy. She has a sound understanding of the Early Years Foundation Stage framework (EYFS) and has identified that she needs to develop this area of her work, as part of her early reflections on the service she offers. Systems for the ongoing improvement and monitoring of the childminding service are in the process of being developed. All required documentation is in place to support working practice and generally reflect new legislation. Positive partnerships with parents and carers support the childminder to provide a consistent approach to the children’s care, although partnerships with other providers are less robust.

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further?

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

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further?

 continue to develop planning, observation and assessment systems linked to the early learning goals to support children's learning  continue to develop ways to reflect on practice to improve the outcomes for children  continue to develop an understanding of Early Years Foundation Stage framework. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder’s secure knowledge of how to keep children safe, suitably promotes their safety and well-being. She has a clear understanding of her role and responsibilities regarding child protection issues, demonstrating a sound awareness of signs and symptoms that may cause her concern. Comprehensive written policies reflecting current guidance are in place to support her work. Sound systems are in place to ensure that people who have regular contact with children are suitable to do so. She has attended child protection training and has identified that she needs to update her knowledge and understanding with regard to safeguarding procedures. Effective records are maintained using NCMA documentation. Full written risk assessments are conducted and visual daily checks identify and address hazards as they arise.

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the early years provision

Well organised premises provide children with space to investigate and explore a wide range of good quality resources in safety. Children develop confidence, as they access activities in a child friendly environment and make active choices of what to do. They are encouraged to start to take manageable risks, as they play in safe surroundings. Resources promote children’s awareness of diversity, supporting them to recognise differences. Well established partnerships with parents and carers effectively support children’s individual needs. Regular discussions and communication books keep parents up-to-date on childminding practice, children’s day-to-day routines and successfully promote a good two way dialogue. Children do not attend other provisions at this time, hence limited structures are in place with other providers of early years care and education. The childminder is establishing links with her local Sure Start and childminder group.

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the early years provision

The childminder demonstrates a positive commitment to personal and professional development, to improve the service she offers. She has started to reflect on practice and has successfully addressed all previous recommendations, however this process is still in its infancy. The childminder recognises that she needs to build on her knowledge of the EYFS, to enable her to plan and provide a broad range of activities to extend children’s learning and ensure that they progress toward the early learning goals.

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and outcomes for children

Children enjoy their time at their childminder’s house, making steady progress towards the early learning goals. She recognises that children learn as they play, using her sound knowledge of the EYFS to provide a variety of activities and experiences. Children enjoy playing with a broad selection of resources, as they freely explore a well organised environment. They are well supported by the childminder to investigate, extend their independence and curiosity, as they make choices. Young children are building their confidence as they play alongside each other and pass toys between them, developing their social skills. Babies giggle with delight as they push buttons on ‘cause and effect’ toys to make noises, whilst older This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children turn knobs to make the lift move, as they play with small world cars. The childminder’s recently adopted planning, observation and assessment systems

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and outcomes for children

enable her to start to identify children’s next steps, as she provides activities appropriate to their ages and abilities. Observations include children’s starting points, likes and dislikes, however, these processes are still in the early stages, as the childminder continues to develop her understanding of the early learning goals.

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and outcomes for children

Children enjoy warm and caring relationships with their childminder, as they receive cuddles and support to play together, alongside each other and settle into their surroundings. They confidently chatter to visitors, as they show off a toy aeroplane, saying ‘its an airbus’ and looking through the window to see if they can see one flying overhead. The childminder sits on the floor with the children as she assists them to learn new skills. She introduces new vocabulary as they play, engaging them in early conversation, as they look at books, pointing out objects they recognise. Children have fun exploring their natural creativity, as they spread glue and sprinkle glitter pieces to make crowns for the Christmas party. They investigate textures with increasing curiosity, as they play with ‘treasure baskets’, squeeze playdough and paint with their fingers. Children are starting to use number and basic problem solving skills through daily activities, such as, posting

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and outcomes for children

shapes into sorters and talk about big giraffes and tiny monkeys as they look at books.

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and outcomes for children

Children are developing an understanding of how to keep themselves safe as part of daily routines, as they make their way around the home with increasing confidence. They learn to sit properly at the table and negotiate the stairs with care, as they come down on their bottoms. Outdoor activities are planned into the children’s day, as they enjoy walks, visits to the park and explore the garden with growing awareness. A well thought out evacuation plan is in place, although children do not practise it, due to their level of understanding. Photographs show children enthusiastically climbing large apparatus, laughing as they swing and enjoying a train ride at the farm. They are developing dexterity, as they feed themselves, use glue spreaders, make marks on paper and build using different construction materials. The childminder is continuing to develop the use of photographs as evidence of children’s achievements and to show her working

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and outcomes for children

practice. Good health and hygiene routines help children learn to make healthy choices and prevent cross infection. Children develop good manners and social skills, as they sit together to eat balanced, nutritious meals and snacks provided by their childminder. They help themselves to cups, for drinks when thirsty and receive gentle encouragement to try new tastes as appropriate. Children’s behaviour is good, due to the childminder’s consistent approach to behaviour, which helps them to learn acceptable practice. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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