Warren, Rebecca Dawn

Inspection report for early years provision

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Unique reference number EY391338 Inspection date 04/03/2010 Inspector Zahida Hatia

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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 0300 123 1231, 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: 0300 123 1231 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 lives with her husband in a three-bedroom semi-detached house in the village of Uley near Stroud, Gloucestershire. The property is within walking distance of local amenities such as schools, playgroups, village shops and play parks. The whole of the property is registered for childminding. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register and on the voluntary and compulsory parts of the Childcare Register. The childminder is registered to care for a maximum of six children under the age of eight years, of whom three may be in the early years age group. Care is provided on a full and part-time basis throughout the year. The childminder currently has nine children on roll on a part- time basis, four of whom are in the early years age group.

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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

The childminder's conscientious approach contributes to children's continuing safety. Children are making good progress as the childminder provides a rich learning environment within her home. Good partnership with parents is in place. The childminder is beginning to evaluate the care and education she provides. She is committed to attend further training to develop her knowledge and understanding of the Early Years Foundation Stage (EYFS) requirements. Consequently, the capacity to maintain continuous improvement is good.

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further?

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

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further?

 build upon existing systems for observation and assessment to clearly identify the next steps in each child's learning  further develop the systems for sharing information, and children's learning and development records with other practitioners for children who attend other settings  develop procedures to promote reflective practice, self-evaluation and identify priorities for development to improve outcomes for children

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the early years provision

The childminder has a clear knowledge and understanding of child protection procedures. Local safeguarding contact details are readily available. The childminder has a clear understanding of signs and symptoms which may cause concern about children’s welfare. A comprehensive child protection policy is shared with parents to ensure that they are clear of everyone's roles and responsibilities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 All required documentation is in place and is well-organised and continually updated. Safety is a priority and visual daily checks of the premises ensure that potential hazards are minimised. The childminder conducts and records a thorough risk assessment of the premises, equipment and outings. Robust vetting procedures are in place to ensure that adults in the household are suitable to be in contact with the children. Visitors are monitored and children receive good

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the early years provision

The childminder demonstrates a sound commitment to improving her provision. A welcoming environment is created where children are able to play rest and eat in comfortable surroundings. The childminder has increased her knowledge and understanding of the Early Years Foundation Stage (EYFS) by completing suitable training courses. She is beginning to consider ways of improving her practice as she looks at the service she offers and identifies any training or new resources she may need. However, her self-evaluation procedures are not yet fully in place. Equality and diversity are effectively promoted. For example, all children are encouraged to try out the full range of available activities and play equipment. The childminder has written policies and procedures in place relating to equality and diversity and caring for children with special educational needs and/or disabilities. The indoor and outdoor environments are well resourced. All children have easy

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the early years provision

access to a range of good quality toys and resources which encourage them to make choices. This helps them make progress in relation to their starting points.

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the early years provision

Children settle with ease and feel very secure because the childminder dedicates time to get to know them and their parents. Introductory visits are organised at the child's pace to help them settle into their new environment and gain a sense of belonging. Parents receive copies of all relevant information about the childminding service, including all policies and procedures which inform the childminder's practice. Children benefit enormously from the warm and friendly relationships that are established between the parents and the childminder. The daily exchange of information, both verbal and written, ensures that children's ever changing needs are consistently supported. Parents are kept up-to-date with their child's progress. Parents comment extremely positively on the service they receive. They are impressed with 'the home from home environment' and feel that their 'childcare is of a high quality'. The childminder is beginning to develop partnerships with other

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the early years provision

practitioners. However, links with other providers are in the early stages of development and are not yet fully extended to ensure information is consistently shared to promote children's ongoing learning and development.

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and outcomes for children

Children are well cared for and have lots of fun with the childminder. They interact confidently with her and make independent choices about their play. The children have formed warm relationships with each other and share much laughter as they pretend to make food, stirring beads with wooden spoons. They show an interest in what others are doing and are keen to share their own achievements, such as modelling with play dough. The childminder regularly plans key activities for the children. She mostly follows their interests and takes their lead as to what they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 want to do. For example, children are currently interested in the home play area. The childminder ensures that all children have plenty of resources so that they can play well together. The childminder uses photographs to record children's participation in activities and, together with observations and assessments she, is

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and outcomes for children

able to assess their progress. However, information gained from observations is not clearly used to identify children's next steps in their learning.

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and outcomes for children

The childminder regularly plans activities and outings to shops, parks and local toddler groups which broaden children’s experiences. They begin to learn about the wider world by accessing toys and books, which portray positive images of differences. Children celebrate festivals, such as the Chinese New Year, raising their awareness of different cultures and religions. Children are constantly stimulated as the childminder actively engages with them as they play. Her effective organisation of daily routines ensures that they access a wide variety of activities each day. This helps promote all areas of their learning and development. Children's communication, language and literacy skills are very well developed. For example, they regularly look at books both independently and with the childminder and listen to their favourite stories. This supports children's understanding that print carries meaning. School age children enjoy making creative pictures such as

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and outcomes for children

collages, painting and printing. The childminder encourages children's problem solving skills, for example, getting the children to think about how to make the play dough less sticky. She makes suggestions about adding more flour or water to change the consistency of the dough.

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and outcomes for children

The childminder's good practices ensure that children’s health is well promoted. High standards of cleanliness are maintained in the home and the childminder consistently reminds children to wash their hands before meals and after activities. A clear policy regarding the attendance and care of children who are unwell also helps to minimise the risk of the spread of infection. Daily routines are well used to ensure that children enjoy regular fresh air and exercise. These include the daily walk to school, regular walks around the local environment and visits to the park. The childminder actively promotes healthy eating by ensuring children are provided with a balanced diet that includes home-cooked meals and a wide selection of fresh fruits at snack times. Meals take account of specific dietary requirements and the childminder demonstrates a clear understanding of children’s individual needs. Therefore, children are cared for in a safe and secure setting.

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and outcomes for children

The childminder helps children to learn about possible dangers and how to keep themselves safe through discussion, practicing fire drills and learning about road safety. The childminder responds sensitively to young children’s changing needs, for example, after a busy morning at playgroup they enjoy 'quiet times' and listening to stories. They therefore develop a strong sense of security and belonging in her care and are happy and settled. They are well behaved because the childminder offers high levels of attention and averts unwanted behaviour. By following the very good example she sets, they learn good manners and to understand how to share and care for each other. 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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