Church, Kim Lorraine

Inspection report for early years provision

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Unique reference number EY393073 Inspection date 28/10/2009 Inspector Janet Maria Moutter

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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 2009. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her three children, aged two years and twins of 8 years, in Stratton St. Margaret, Swindon. Her home is readily accessible to shops, toddler groups, a park and other amenities within walking distance. The childminder can take children to and collect them from local schools and pre-schools.

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Description of the childminding

The downstairs of the house is mainly used for childminding with suitable areas upstairs for sleeping children. There is also a fully enclosed garden for outdoor play. The childminder's registration permits her to care for a maximum of five children under eight years at any one time and of these, two may be in the early years age range. She is currently minding two children before and after school. The family have two dogs.

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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 have their individual needs fully met in the provision. The childminder knows the children in her care extremely well and provides a range of experiences based on their individual interests to help them feel settled and secure and to promote their learning and development; hence, children are making good progress towards the early learning goals in all areas of learning. The childminder is committed to improving the care and learning opportunities she provides. She shares and receives support from other childminders and implements new ideas into her practice, which in turn improves outcomes for children.

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further?

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

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further?

 develop systems to encourage parents to contribute to their child's achievements to enable formal assessments of their child's progress and also to allow these, when monitored, to contribute to future planning  further develop partnerships with other adults working with the children so that all are consistently supporting children's specific areas for development

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the early years provision

Children play in safe premises, free from risks as the childminder has effectively identified potential risks in the home and minimised these to promote safety and prevent accidents. They are well safeguarded as the childminder has a thorough knowledge of child protection issues and the procedures to follow in the event of concerns. Children are cared for by a suitable and experienced childminder who This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ensures all adults that have contact with children have gone through the vetting process. All policies and procedures are implemented consistently and this fully promotes children's welfare, care and learning in the setting. All required documentation is kept and regularly reviewed to ensure information regarding children is up-to-date, thus enabling the childminder to continually meet their individual needs.

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the early years provision

The childminder is able to reflect on her practice and identify her strengths as well as areas for future improvement. She has a basic knowledge of the six areas of learning and is able to visually assess children and plan for their next steps in their learning. The childminder provides healthy snacks and lunches and encourages the children to get involved in the preparation and discuss healthy foods. She has identified areas for improvement, such as planning for more formal and sensitive observational assessments in order to continue to maintain her plans to meet young children's individual needs and to organise their time with her. This demonstrates her ongoing commitment to improving outcomes for children.

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the early years provision

Children play in welcoming and child-friendly premises where space is well organised to meet the needs of the children. Children have areas for resting, eating and outdoor play, as well as plenty of floor space for free play. Children have access to a wide range of interesting toys and equipment that help support their development in all areas. These are organised in low level storage containers so that all children can see what they contain; they are able to select activities regardless of their age or ability. This encourages children to make choices in their play and learning, which supports their confidence and independence. Resources that reflect positive images of diversity are freely available for children to play with and talk about, and they have regular opportunities to learn about and develop respect for other cultures and beliefs.

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the early years provision

Children benefit from the effective partnership with parents as they have their routines respected, are cared for in line with parents' wishes and have their individual needs well met. The childminder gains detailed information regarding children's backgrounds and interests and these are incorporated into her day to help children feel secure and to encourage and support their development. The childminder provides parents with verbal feedback on the children's progress and this enables them to work together in supporting their child's learning. The older children are also encouraged to talk about their time with the childminder and what they have done while in her care. However, parents are not currently invited to contribute their child's achievements outside of the provision to enable the childminder to monitor and review the activities she offers to encourage each child's progress. The childminder liaises with some of the other adults that care for

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the early years provision

the children in different settings, discussing what they enjoy doing and any new relationships they have formed. This is not yet fully developed to ensure consistency of support for specific areas of development for each child attending. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children appear happy and settled in the childminder's care. They are confident and demonstrate a sense of belonging in her care as they readily explore and select toys to play with and interact with the childminder. Children confidently talk about their personal lives, sharing news with the childminder and their peers, including talking about what they did the previous evening to celebrate a family birthday. They enjoy dancing to music and move their bodies to the rhythm, and talk about the music they hear. For example, a nursery rhythm DVD was played and all the girls were singing along and learning the words, moving to the music while continuing with their drawing or Lego building. Children show an interest in counting and during snack time, the childminder encourages them to solve simple problems, counting the black and green grapes, and then again when they eat one. All children are fully included in activities at their own level and this promotes

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and outcomes for children

an inclusive environment where all children are able to reach their full potential. The childminder interacts well with the minded children, talking to them about what they are doing and playing with. She responds quickly to their interests, asking them open-ended questions to extend their learning further. The children form attachments with each other and the childminder, readily approaching her for comfort when tired, knowing they will get the response they wish for. The childminder helps encourage children's self-confidence as she praises them for their help through smiling and including them in all things. This helps the children to think about others and have respect for each other. Children have access to a wide range of interesting activities that help them make good progress towards the early learning goals in all areas of learning. The childminder regularly observes the children during their play and this enables her to find out about their individual

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and outcomes for children

Children demonstrate a positive attitude towards a healthy lifestyle. They request fresh fruit for snacks and readily wash their hands and sit down to eat this. The children are able to help in cooking activities. They are allowed to try new things and experiment in a safe environment without feeling pressured if something does not go according to plan, such as the final dish the children have helped to prepare. Children regularly visit local parks and have opportunities to travel under, over and through equipment, develop balancing skills and an awareness of space of themselves and others. Outdoors, children also have access to activities that cover other areas of learning, including looking at nature and the environment, imaginative play and socialising with peers. Children learn to take responsibility for their own safety and that of their peers. They practise the fire evacuation drill and are aware of the need to get out of the house if the alarm sounds. Children play

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and outcomes for children

well together co-operatively and share the toys and equipment during their play. The childminder encourages the children to be respectful to one another and praises them for their kindness. This enables children to learn right from wrong and to develop respect for others. 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 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 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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