Grundy, Helen

Inspection report for early years provision

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Unique reference number EY320200 Inspection date 06/10/2009 Inspector Teresa Ann Clark

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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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 2005. She lives with her adult daughter in the Reddish area of Stockport within walking distance of schools, shops and parks. The whole of the ground floor, which includes the through lounge, dining area and kitchen is used for childminding. The bathroom is on the first floor. There is a fully enclosed garden available for outside play. The family have a cat.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children under eight years old. There are currently two children on roll who are in the early years age range. The childminder attends the local carer and toddler group on a regular basis. She is a member of the National Childminding Association.

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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

Children are cared for in a safe and stimulating environment, where the childminder recognises each child’s individuality and effectively promotes inclusive practice. Children make good progress in all areas of learning because the childminder is knowledgeable about each child and has a good understanding about how children learn new skills. There are secure partnerships with parents and relevant information is shared. The childminder has good capacity to maintain continuous improvement through training and effectively evaluating her practice.

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further?

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

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further?

 develop systems for evaluation to clearly identify clear targets to improve outcomes for children  further develop systems for observation and planning to ensure children's next steps are effectively identified and based on their existing skills and abilities  develop the systems in place to encourage parents to contribute to their children's learning and development records and to help with their child's learning at home.

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the early years provision

The childminder has a clear policy regarding safeguarding, which is shared with parents and which demonstrates her understanding of the procedures to follow to keep children safe. Children are well protected at the setting because they are never left with anyone who has not been vetted. The childminder is beginning to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 make use of self-evaluation to monitor her provision. However, she is not identifying specific areas of her provision to plan for improvements. Both recommendations made at the last inspection have been addressed and the childminder is committed to improving her professional development and expertise by updating her training.

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the early years provision

The childminder has good systems in place to promote children's safety and regular checks ensure that all areas of the home are safe. Children are encouraged to learn about keeping safe by discussing hazards, such as crossing the road or running in the home, this helps them to understand about safe environments. The home has been organised well to allow children to easily access a good range of resources. Low-level storage of resources helps children to gain confidence in making choices and they happily access their favourite toys. Daily routines are organised to provide quiet and active times and the childminder makes use of local resources, such as toddler groups, parks and the library to widen the variety of activities provided.

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the early years provision

The childminder has a well-presented and informative welcome pack which parents receive a copy of, so they are clear about the care their children receive. Parents also receive a good range of further information, so they can share in their child's experiences and these include daily discussions and diaries. Parental questionnaires are used to allow parents the opportunity to comment on her service, so that continuous experience is promoted. However, she has not fully developed her systems with parents to enable them to become involved in adding comments to children's learning and development records.

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and outcomes for children

Children are relaxed and happy in the welcoming home and respond positively to the childminder's friendly, reassuring approach. Curriculum planning, assessments and interactions with children demonstrate that the childminder has a good knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. Plans include a balance of adult directed and child-led activities and the childminder responds to the interests of children. Observations and assessments clearly demonstrate the progress that children are making towards the early learning goals. Starting points are clearly identified with parents when children join the setting, which forms an appropriate point to identify the initial next steps in learning for individual children. Children's development is monitored through the observations made by the childminder. However, their next steps are not always clearly identified to support the planning of further activities

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and outcomes for children

that will effectively build on their existing skills and abilities.

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and outcomes for children

Children are happy and confident in the childminder's home. They are encouraged to develop their independence as they make their own choices and decisions in the enabling environment. They make choices about the toys and resources they play with. The childminder knows children well and has a good understanding of children's likes, dislikes and capabilities. She develops children's early language and communication skills, as she asks open ended questions to encourage them to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 become independent thinkers. She provides good support and encouragement, which helps children achieve and feel good about themselves. For example, when a child completes a challenging puzzle, he smiles and says proudly 'Look I done it'. Children are developing an understanding of problem solving and learn about shape and size as they complete puzzles, cut shapes out of dough and create

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and outcomes for children

collage pictures. They are developing their language skills as they describe and recall familiar experiences, such as their recent holiday.

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and outcomes for children

The interaction with the childminder is warm and caring and children are well behaved. They understand and respect house rules and follow clear boundaries, as they follow the childminder’s calm, consistent example. Good attention is given to developing children's knowledge and understanding of the world. Children are encouraged to recycle items and to consider the environment when they throw things away. They learn about their environment as they visit places of interest, such as the local farm and museums and develop an understanding of the wider world through resources that represent diversity.

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and outcomes for children

Children benefit from being cared for in a home which is clean, warm and well maintained. Individual routines are recognised and respected. For example, information about children's eating habits and dietary requirements is shared with parents to promote good continuity of care. Good hygiene routines are followed, as children are learning the importance of cleaning their hands before they eat their snack. The childminder recognises the importance of outdoor play, enabling children to play outside on a frequent basis. Children enjoy nutritious meals and healthy snacks, which are homemade using fresh ingredients. Menus are devised in consultation with children and parents to take account of likes, dislikes and dietary needs. Drinking water is freely available to ensure that children remain hydrated throughout the day. Close attention is paid to raising children's awareness of personal safety. Through stories and activities, children are learning

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and outcomes for children

to take responsibility for their own actions. They practice emergency evacuation procedures on a regular basis and are made aware of the potential dangers of the road when walking in the local area. 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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