Hayes, Nicola

Inspection report for early years provision

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Unique reference number EY392092 Inspection date 19/11/2009 Inspector June Rice

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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 2009. She lives with her partner and three children aged nine, five and three years in Stanley, near Wakefield, close to shops, parks, schools and public transport links. The whole of the ground floor of the childminder’s home is used for childminding, except the bedrooms. There is a fully enclosed outside play area. The childminder collects children from the local school and attends several toddler groups regularly. She is a member of an approved childminding network.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, no more than two of which may be in the early years age range. She is currently minding three children in this age group. She also offers care to children aged over five years to 11 years. The childminder is registered by Ofsted on Early Years Register and both the compulsory and voluntary parts of the register.

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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 demonstrates a positive attitude towards continued improvement and has attended relevant training. She has recently begun to evaluate her provision, where she quickly identified her strengths and areas for improvement. For example, to include parents and children in the evaluation process, to continue developing the systems for observations and assessments and to improve the provision of resources and activities to promote diversity. She has developed good relationships with parents and other providers to ensure children continue to make progress.

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further?

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

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further?

 obtain more detailed information from parents about children's starting points and capabilities  Further develop the use of resources and activities with which to promote children’s awareness of diversity  continue to develop the use of observation and assessements to help identify children's progress  continue to develop the use of self evaluation, and provide opportunities for children and parents to be involved 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 works in partnership with parents and others to safeguard children. She demonstrates a clear understanding of child protection and the procedures to follow. She has written policies in place in the event of lost, uncollected children and safeguarding which are provided to parents. Clear risk assessments are in place and effectively implemented. They identify possible hazards and action taken to reduce risk. The childminder attends regular training to ensure she continues her own personal development.

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the early years provision

The childminder has recently begun to assess her provision, and though in its early stages it correctly identified targets for further improvement that include; providing the opportunity for parents and children to be included in the process, and to improve resources that promote children’s awareness of diversity. Observations and assessment systems are used, that help to identify what children have achieved and their next steps in some of the areas of learning. However, the system for recording and assessing children’s starting points at the beginning of a placement provide limited information about what children can do.

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the early years provision

The childminder has developed good relationships with parents and ensures that they are aware of what their child’s day consists of. She has begun to develop a working relationship with other providers of the Early Years Foundation Stage (EYFS) by promoting the sharing of information. This ensures children continue to make progress. Inclusive practice is promoted effectively by the childminder who promotes equality for all. However, resources and activities that introduce children to diversity are limited.

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and outcomes for children

Children can freely and safely access resources, toys and activities indoors and outdoors. Children also enjoy outings within the local environment visiting parks, libraries and shops. Children learn the importance of good hygiene practice, healthy eating and enjoy lots of fresh air. For example, they wash their hands after using the toilet and before meals and enjoy energetic games and using physical equipment in the garden. Children behave in ways that are safe for themselves and others, and are being supported well in developing an understanding of dangers and how to stay safe. For example, they practise an emergency evacuation, talk about looking and listening for cars and not talking to strangers.

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and outcomes for children

The childminder demonstrates a clear understanding of how children learn through play and this is sufficient to ensure children continue to make progress. However, the system to help identify children’s starting points does not provide sufficient information about what children can do. Observations and assessments are developing well, and though few in number they link well to the areas of learning identified. Children are helped to make a positive contribution, join in and make friends. For example, they are learning to mix with their peers during visits to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 toddlers, encouraged to play alongside each other and share toys and equipment. They enjoy receiving smiley faces for their behaviour charts which encourages them to be helpful and kind. Children are well behaved and friendly to each other. Their understanding of differences is promoted sufficiently through discussion and

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and outcomes for children

the use of books. However, resources, toys and activities that challenge children's thinking and help them to embrace differences are limited.

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and outcomes for children

Children become excited when the childminder asks them if they want to bake. They readily wash their hands, using their own towels to dry them. Children take it in turns to weigh the ingredients recognising when more is needed, they reset the scales and pour the ingredients into the mixing bowls. They start mixing and comment at the changing mixture saying ‘look it’s gooey.' They listen carefully to simple instructions and describe what they are doing next. For example, as the eggs are added they explain the mixture is 'getting nice and soft now, this bits the fun part,' then they lean over the bowl to smell the mixture. They count 12 bun cases and carefully spoon mixture into bun cases, being extra careful when the childminder asks them not to get it on the side because it will burn.

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and outcomes for children

Children look at photographs and name their friends. They explain that they were at a museum, and take pride in showing the rubbings of flowers and leaves they did on a nature walk where they collected twigs for their hedgehog project. They talk about project Sara, a girl they made of thick cardboard, which they are to dress in clothes suitable for the outside weather. Younger children enjoy playing with others and place shapes into shape sorters and balance stacking cups. During Harvest children enjoy craft activities and make scarecrow faces which are well displayed. Children select a construction activity and correctly name different shapes including; triangle, square and circle, then use the pieces to make ham and salad sandwiches. Other children become engrossed in role play, select a pushchair and doll, puts a comfort in the baby’s mouth and explains that the baby is crying. 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 3

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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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