Walker, Claire Hazel

Inspection report for early years provision

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Unique reference number EY372577 Inspection date 06/10/2009 Inspector Clare Perry

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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 2007 she lives with her husband and two children aged two years and 10 years, in Aylesbury, Buckinghamshire. All rooms on the ground floor are used for childminding, with sleep and toilet facilities on the first floor. There is a fully enclosed garden for outdoor play. The family have two cats and one rabbit. The childminder is registered to provide care for five children. She also provides care for children on the Childcare Register. The childminder works with an assistant. There are currently five children between 11 months and six years on roll. The childminder takes and collects children from local schools and pre-schools. The childminder and her assistant both hold relevant Level 3 early years qualifications.

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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

All children make good progress from their starting points, this is well documented in their learning logs and their progress is clear to see through observations and photos. The childminder has good strategies and plans in place to support every child so that no group or individual is disadvantaged, such as recognising that the boys need much more time to be outside and be physical. Partnerships in the wider context are still under development, though effective steps have been taken to make links with other settings children attend. The childminder demonstrates a strong capacity to maintain continuous improvement. She has a good awareness of the strengths and weaknesses of her provision and has already made changes as her setting has developed and evolved. The childminder has clear and relevant plans for improvement and the process of self-evaluation is effective.

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further?

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

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further?

 ensure children's good health is promoted effectively at changing and toileting times  ensure any reviews of risk assessments are clearly recorded stating when it was carried out, by whom, and any action taken following a review or incident and that records are maintained of any evacuation drills including any problems encountered and how they were resolved.

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the early years provision

Children are safeguarded well. The childminder has effective procedures in place to ensure the suitability and qualifications of all adults looking after children. The childminder herself takes full responsibility for child protection but her assistant clearly knows what she should do if she has concerns about a child, the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder or household members. The childminder maintains a safe and secure environment for children and has effective strategies in place to keep them safe when out and about. There are excellent systems in place for when children are collected, through use of a handover consent form and password system. The childminder has effective written risk assessments in place to cover the home, garden and all outings which she maintains up to date and reviews. However, she does not record the date of review and any changes she has made as a result.

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the early years provision

The childminder is very committed to providing the best quality service she can for the children and their families. She is very keen to continually improve her service and through a quality self-evaluation is clear about what is good and working well and what she needs to improve. Her assistant shares the childminder's aspirations for the setting. The childminder sees ongoing training for herself and her assistant as an important part of the setting's development. These will help them to continue to promote the outcomes for all children.

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the early years provision

The environment is very friendly, warm and welcoming to the children whilst retaining the feel of a family home; it is clearly dedicated to the care and needs of the children. The childminder uses and manages her available resources very well. Both the childminder and her assistant are careful to spend time with the children and move around the home to be where the children are and offer help, guidance and support. The children have a dedicated playroom where most of their toys and resources are stored, these are easily accessible; the toys for the very youngest children are stored in baskets on low shelves so they can reach them. Other resources are stored in extremely well labelled boxes and drawers where pictures and words enable children to make choices and be independent. The childminder demonstrates a commitment to sustainability; she recycles as much as possible, either through the local authority collection schemes but also tries to reuse as

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the early years provision

much as possible in the setting. She talks to the children about recycling, the environment and the importance of protecting our planet.

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the early years provision

The childminder promotes an inclusive provision and children’s understanding of differences, through play and activities. Children are involved in the acknowledgement of festivals and special occasions such as Diwali being linked with the theme for night and day and bonfire night. The childminder has recognised that the boys in her care need more opportunities to run around and be physical and wherever possible has the garden accessible to them for this purpose, alongside the planned and targeted activities. This helps to narrow the gap and ensure all children are developing as well as they can by recognising the additional needs of boys.

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the early years provision

The childminder is beginning to develop links with other professionals and settings to meet children’s needs. She has developed verbal relationships with them and they share any important information about the children. The childminder is very clear that parents are children first educators, respects their wishes and has developed strong relationships with them. Parents receive high quality information about their children. They also receive a monthly newsletter to keep them up to date and informed with information about the provision. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children access a high quality learning environment both indoors and outdoors which helps their progress towards the early learning goals. The conservatory is set up as a dedicated playroom with lots of accessible toys and resources. Children move freely and confidently around the environment, into the lounge or garden negotiating the step well. Well labelled boxes and trays allow them to be independent and make choices. Children participate in enjoyable and challenging experiences across the areas of learning. There is a balance of adult and child led activities both in and out of doors that foster active learning and exploration. Children are free to explore the environment and garden and are also taken on outings to explore further. Children are happy and well settled in the warm family environment. They say they like coming to the childminder and talk about what their favourite things to do are. Children learn and develop well in relation to their

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and outcomes for children

starting points and capabilities; this is clearly shown in the childminder's knowledge of the children and also in their learning development records. Progress across all groups is consistent. Children enjoy their learning, enthusiastically joining in with activities and choosing things to play with such as being in the garden when it is drizzling or playing in the sand box which is well resourced and facilitated. Children learn about size, shape and number whilst playing with the sand and using different pots and tools. Children are encouraged to communicate with the adults and their peers developing their use of words. Children are very keen to undertake activities and make choices for themselves, for example, asking to go outside or to do a drawing. When children are more reluctant to move onto new activities, adults set this as part of their targets and support and encourage them to make choices and decisions for themselves.

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and outcomes for children

Children behave well, play together and generally share and take turns. They have house rules to follow and adults act as good role models showing appropriate behaviour and attitudes. Adults use lots of praise and encouragement. Children enjoy each others company; the youngest children enjoy watching and copying the older children. They see words and numbers in the setting and show a developing ability to solve problems; they enjoy using puzzles, with tray puzzles for the youngest children, moving onto piece puzzles as they get older. Children all try and ask to have a go at things for themselves, for example, 'can I pour my own drink', helping to sweep up sand, pulling up and down clothes when using the toilet.

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and outcomes for children

Children learn to keep themselves safe. They work well alongside each other and react to reminders that their actions may not be safe for others, for example, throwing sand or having too much sand on the floor as others may slip. The childminder and assistant help children to adopt safe and responsible practices allowing them to take risks in a controlled way. Such as, helping them to learn to negotiate the step into the playroom by going down backwards or to negotiate the stairs by walking up behind them and encouraging them to come down on their bottoms. Children show they feel safe as they are happy and confident, separate from their parents well and go to the adults if they need support or reassurance. Children are involved in regular evacuation drills to ensure they know what to do in the event of an emergency, however, these are not documented. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children understand and learn how to lead healthy lifestyles. They are encouraged to understand and adopt healthy habits such as good hygiene practices; however, at toileting and nappy change times, the adults do not act as good role models as they do not change gloves, clean the mat or wash hands between each child; putting children at risk from cross infection. Children enjoy physical activity on a daily basis either in the garden, in the home if the weather is bad or visiting the park. They begin to understand the benefits of physical activity through discussions with the childminder and through activities and books. Children are offered healthy choices for what they eat and drink enabling them to make and take healthy options; parents are actively encouraged to ensure children receive healthy lunchboxes.

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and outcomes for children

Adults support learning and development well. They work closely with the children encouraging them to be independent and make choices but supporting and helping as necessary. Adults encourage children's development well, through asking questions and talking about activities and play children are involved in. They freely praise and encourage the children and acknowledge their achievements enthusiastically. They work well together with the childminder taking the lead and pointing her assistant in the right direction. Adults adapt activities depending on children’s individual needs, such as sitting a baby on their lap so they can be included in doing puzzles. Adults have a key worker system in place which focuses on helping children to settle, communicating with parents and completing diaries and records. Planning for individuals is good, ensuring that each child is offered a range of activities and experiences to enable and support their progress, learning

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and outcomes for children

and development. Children make good progress from their starting points which are established through parents. Adults plan using a thematic approach for a focus and daily core activities, however, within this they plan for children’s individual needs and targets. Information from observation and assessment is used well to plan activities that are tailored to the needs and abilities of individuals. All children have a learning and development book which includes photos, achievements and incidental observations for each child; these are then used well to inform planning for children’s next steps. Parents are encouraged to access these as often as they wish and any information they share about children's achievements are also noted in here. Adults have a good knowledge and understanding of special educational needs and disabilities and have strategies in place to identify these through the observation and assessment process.

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and outcomes for children

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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