Rudd, Shirley

Inspection report for early years provision

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Unique reference number EY390382 Inspection date 07/01/2010 Inspector Josie Lever

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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 June 2009 and lives with her partner who is also her assistant and six year old daughter in Kingston-upon-Hull, not far from the city centre. She is registered on the Early Years Register and compulsory and voluntary part of the Childcare Register to care for a maximum of five children under eight years at any one time. She is registered to work with an assistant who when working together may care for a maximum of six children under eight years. There are currently five children on roll between the ages of one and three years, one of whom attends full-time.

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Description of the childminding

Children use the whole of the ground floor of the home including a downstairs bathroom area. An upstairs rear bedroom is used for the children to sleep. There is a fully enclosed rear garden for outdoor play. The family have a pet cat. The childminder takes children to a nearby play park, library and some local childminding groups, one of which she facilitates from within the local children's centre.

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Description of the childminding

The childminder is a member of the National Childminding Association and local Hull Childminding Network. She holds a relevant childcare qualification, the National Vocational Qualification (NVQ )level 2 in Childcare and Education and a level 3 in Pre-school Practice.

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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 happy and settled and are fully engaged in their own learning as they confidently move around the home. Risks are managed effectively and an excellent provision of resources and equipment ensures children are fully stimulated throughout their time in the warm and welcoming home. The childminder has a sound knowledge of the Early Years Foundation Stage (EYFS). She is an experienced and caring early years practitioner, who meets the individual needs of children well. Self-evaluation systems are effective in providing the basis for continuous improvement and improved outcomes for children. Documentation is well maintained in most aspects and partnerships with parents and those in the wider context are effective and well established.

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further?

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

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further?

 provide opportunities for parents to contribute to children's assessment folders and be involved in their learning  ensure the complaints procedure contains contact details for Ofsted the regulator. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are safeguarded as the childminder has a good understanding of her responsibility to report concerns without delay to the Local Safeguarding Children's Board. Parents are made aware through her written statement about how she will deal with concerns and what to do in the event of a child going missing or a parent failing to collect a child. The childminder gives safety in the home good attention. For example, she completes a daily check of all areas of the home used by the children, before they arrive and ensures her risk assessment record is kept up-to- date. Detailing how she minimises hazards, including outings and trips. She is aware of the children's whereabouts in the home, through good support and supervision. For example, sleeping babies are checked physically whilst sleeping using a closed circuit television screen and sound monitor. Hot drinks are served in a lidded, insulated cup, which greatly minimises accidental burns and scalds.

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the early years provision

Visitors are supervised at all times when they visit the home, for example, a heating engineer. Their identification badge is carefully checked and they sign in and out of the visitors book.

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the early years provision

The childminder works alongside her assistant on a daily basis and form a close knit team. Each has their own roles and responsibilities as they work together effectively to meet the needs of the children in their care. The childminder knows the children well and has developed a good knowledge of each of their individual personalities and capabilities. She ensures that their daily routines are followed and that their learning is tailor made to their age and stage of development. She has a secure knowledge of the EYFS. The childminder is very enthusiastic about the service she provides, self-evaluation systems are effective in identifying the strengths of her setting and areas where improvements can be made over time. The process involves parents and children, to ensure all the views of the users of the setting are being taken into account. Consequently, the childminder demonstrates good capacity to improve as she strives to provide high quality care

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the early years provision

and education. Since registration she has implemented a system to monitor the effectiveness of her provision and prioritises the areas that she feels will impact the most on outcomes for children. For example, she has all but completed the Local Authority accreditation process, which will enable her to access funding for three and four year old children in order to meet parent's requests in this area.

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the early years provision

Strong and trusting relationships have been developed with parents, who express high satisfaction in all areas of the service provided. They are kept fully informed about their child's day through verbal and written feedback and informative monthly newsletters. Photographs are exchanged on a frequent basis to support what children have been doing in the home. The childminder shares planning and children's assessment records with parents, however, as yet they have not had the opportunity to contribute to these. An additional information folder for parents holds a comprehensive selection of pamphlets and leaflets that the childminder has collected from the library and children's centre. This acts as a helpful resource tool for parents wanting information about all child related topics. For example, potty training, immunisation, swine flu and health and safety. There is a written This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

complaints policy and procedure in place, which is shared with parents. However, this omits the contact details for the regulator.

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and outcomes for children

Children are valued as unique individuals. They have excellent opportunities to develop good habits as active, inquisitive and independent learners, as the homely environment is effectively organised and conducive to their learning. Children feel secure and are settled in a safe home, which they enjoy visiting. They develop a good sense of belonging as their art work and photographs adorn the walls and they each have their own toilet bag, containing personal washing items. The childminder and her assistant deploy themselves effectively in the home to fully support children's choices. Consequently, children remain fully occupied and stimulated. An excellent range of resources are provided that meet the different ages and stages of children's development and individual capabilities. For example, the provision of both left and right handed scissors. Equipment is rotated frequently so children remain challenged and interested. Children confidently

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and outcomes for children

choose resources and develop a sense of responsibility. For example, by putting resources away when they have finished playing with them, returning them to the sun room. They are eager to participate in everyday routines, such as, setting the table and changing into their slippers. Children have a very good understanding of how to behave and have built positive friendships with each other. They receive good verbal praise and recognition for all their efforts. Through everyday play they learn to respect each others feelings, to share and take turns. They value the importance of caring for the environment, as they learn not to be wasteful with equipment and help recycle household packaging.

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and outcomes for children

Children are making good progress in their individual learning, given their starting points, as the childminder is competent in supporting and promoting their learning, through the good use of routines and incidental opportunities. For example, the recent blanket of snowfall has prompted much discussion about the importance of warm clothing in winter. Children have enjoyed catching snowflakes on their hands and looking at the lacy patterns left in the garden. They investigate the changing properties of the snow, as they bring it inside and observe what happens to it in the warmer environment. The childminder makes regular observations of children's progress. She plans effectively to ensure a good range of adult-led and child-led experiences, which helps promote their development in all areas. Children develop a good awareness of diversity as they learn about a variety of cultures and festivals. The childminder displays the monthly calendar of celebrations to be

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and outcomes for children

covered, on the parents' notice board and provides additional written literature to inform them about cultures and major religions. She obtains their written permissions for children to participate in a range of activities that will develop their understanding about various cultural and religious celebrations, which may or may not be their own families' beliefs. Children have recently participated in the Diwali festival of light, colouring rice, making hanging window mobiles and making cow pictures to support the Hindu festival of Pongal.

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and outcomes for children

Children benefit from daily opportunities to explore the outdoor environment. For This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 example, the childminder provides boots and weatherproof clothing so children can play outdoors all year round. Children explore their local community as they go on nature walks, visit the local shops and talk about the features of their own home environments. They have good opportunities to mark make in all areas of the home as they freely access writing materials and a variety of creative mediums. The childminder is an effective communicator and children respond positively to her questioning, which helps support their developing language skills. They play games that support their developing knowledge of rhyming such as, mouse and house. Babies enjoy the closeness of a cuddle and explore a range of interesting objects and shiny materials. For example, a range of textured brushes and tin lids.

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and outcomes for children

Children learn about numbers through everyday situations, such as, counting cutlery when laying the table. They learn about growth and living things. For example, they have planted bulbs in pots in readiness for spring. Children benefit from opportunities to learn about being safe, for example, how to evacuate the house in an emergency and how to be safe when out walking. They develop their own personal skills and understanding of good hygiene. For example, as they wash their hands before eating and scrub their nails using their own personal utensils. They benefit from a healthy range of snacks and meals that are freshly prepared and nutritious. Drinking water is freely available at all times. 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 1 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 1 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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