Pipe, Tina Maria

Inspection report for early years provision

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Unique reference number EY393019 Inspection date 14/12/2009 Inspector Carole Elizabeth Price

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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 may accept four children under eight years of whom one may be aged under one year at any one time. She currently has two children on role who attend on a part-time basis. The childminder calls her childminding services 'Chipmunks'.

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Description of the childminding

The childminder lives in the town of Stonehouse, between Stroud and Gloucester, in Gloucestershire. Local amenities include schools, preschools, toddler groups, shops, a library, local play parks and a playing field. The childminder's home is a modern three-bedroom, three-storey town house which has disabled access. Toilet facilities are available on both the ground and first floor levels of the home. Play will primarily take place in the ground floor play room. Other areas of the home will be used at the childminder's discretion. An enclosed rear garden is also available for use.

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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 homely environment which is well resourced and easily accessible to children. The childminder has a good relationship with children; she offers comfort to those who feel unsettled and knows their individual likes, dislikes and developmental needs well. Activities, and outings are planned around their individual needs and routines ensuring that all their individual and unique care needs are effectively met. The childminder is keen and enthusiastic in her work and has a genuine desire to do well and improve her practice. She is in the process of improving her knowledge through additional Level 3 training and has used this to help her evaluate her practices and to continually improve her services effectively.

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further?

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

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further?

 ensure all equipment and resources are clearly labelled to ensure children can choose and select for themselves  ensure children have opportunities to explore and investigate media freely as they play and take part in activities.

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the early years provision

The childminder is very well organised. She has all required documentation in place which is appropriately completed and up to date; individual records are accurate and informative to ensure she is promoting good quality and inclusive This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 care. She has produced comprehensive, written policies and procedures which are shared effectively with parents to ensure they are fully informed about the setting and clearly explain the way she cares for children on a day to day basis. The childminder is very aware of keeping the children safe at all times. Risk assessments have been carried out and recorded on all areas of the home and for all outings. Hazards have been identified and steps taken to minimise the risks. The childminder has good knowledge of safeguarding issues and is aware of the local safeguarding policies and procedures to follow if the need arises. She has a

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the early years provision

secure knowledge of the indicators of abuse and neglect and the steps to take in each of these situations.

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the early years provision

Rooms are warm, welcoming, colourful and inviting to children who appear happy and settled while in the childminder's care. The childminder uses the available space within her home effectively to care for minded children. A dedicated ground floor playroom has a good range accessible resources. However, the boxes are not clearly labelled and this limits the children's ability to choose and select for themselves. The living room on the first floor provides a second play space for different activities or just a change of environment in which to play. Children's work is displayed giving children a sense of belonging and valuing what they do. This enabling environment encourages children to become independent learners.

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the early years provision

Partnerships with parents and carers are good. Initial discussions with parents include sharing of information about the setting, policies, routines and activities. The childminder explains about risk assessments, ongoing sharing of information and an individual settling-in plan is discussed. She finds out about children's likes, dislikes and care needs to enable her to meet individual needs effectively. Ongoing information is then shared through informal feedback at the end of the day, daily diaries, newsletters, notice boards and sharing children's learning journeys. The childminder has received positive feedback from parents through the daily diaries which praise the childminder's care. The childminder has systems in place for sharing learning and development records with other carers and has made successful links with a local school.

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the early years provision

The childminder has taken steps to evaluate her practice. She has completed her self evaluation form and looked carefully at areas she feels she would like to develop further. She has asked parents for feedback in this process and intends to review this regularly. She has developed an action plan for development and has begun this by looking at the way she plans activities. From this she has identified that she could meet individual needs even more effectively if she plans daily for individual children.

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and outcomes for children

Children are happy, relaxed and comfortable within the childminder's home. Space and resources are well organised to provide areas for different activities such as messy play, quiet play and floor toys. The childminder has a good understanding of the Early Years Foundation Stage and the different areas of learning. She knows the children well and has a detailed knowledge of their individual needs. This This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 secure relationship enables them to become confident and independent learners. Systems are in place to observe and assess the children as they play. Children's learning journeys include photographs to illustrate what the children are doing and next steps to show their learning intentions. These are shared with parents who are asked to contribute if they wish. Formal observations and assessments are documented to show the progress children are making. These are linked to the

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and outcomes for children

areas of learning and used to plan for their individual needs.

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and outcomes for children

Children feel safe and secure as they cuddle the childminder when upset. They are confident and have a sense of belonging as they play happily, talk with the childminder about their friends who are not present that day and happily settle down for a nap. They are praised as they play and share. For example, when using the stacking rings to balance on their heads, they take turns and enjoy watching each other's ring fall from their head. They learn to communicate as they chat together with the childminder, talking about the things they have done at toddlers and the noise the toy is making as they press the button. They are praised for new achievements and take pleasure in this, for example, when feeding themselves successfully or cutting shapes with the play dough. Children are learning to count as they count their fingers when washing their hands, talk about how many cups they need and enjoy number rhymes and songs. Children have opportunities to

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and outcomes for children

find out about change as they take part in cooking activities and make play dough. Their creativity is promoted through varied activities including singing, dancing and playing instruments. They take part and enjoy craft activities, using marbles and paint to create Christmas tree baubles. They explore as they play with paint, water, jelly or stick items to make bats. However, opportunities for children to lead their own exploration through paint as they choose are sometimes limited. Children find out about the world around them as they walk in the local community, visit the shops to buy fruit and food from different countries and play in the nearby park where they can take part in physical activities on the play equipment.

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and outcomes for children

Children benefit from a range of nutritious meals and snacks during the day. They can access their drink as they play ensuring they are well hydrated. Children and childminder sit together during meal and snack times ensuring a social time and good habits are encouraged. They are encouraged to feed themselves using cutlery and to try different foods. Hygiene routines are thorough and well established. Children are learning that they have to wash their hands before eating to 'stop the germs getting into their tummies and making them ill'. Children are learning to keep themselves safe through routines such as talking about road safety when out and about, explanation from the childminder why something is unsafe and practising the emergency evacuation procedure. They discuss how their behaviour affects others and why they should be kind to others. They are learning to share and cooperate as they take turns with the toys and play together.

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and outcomes for children

The childminder uses her knowledge of the children, her positive relationship with parents and her skills to ensure that the individual care needs of all the children in her care are met appropriately. 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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