Webster Samantha

Inspection report for early years provision

p.1

Unique reference number 224610 Inspection date 03/02/2010 Inspector Rachel Ruth Britten

p.1

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.

p.1

Royal Exchange Buildings St Ann's Square Manchester M2 7LA

p.2

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 1997. She lives with her husband and two children aged 16 and 13 years. The family live in the Baddeley Green area of Stoke-on-Trent. Most areas of the property are used for childminding purposes. There is a secure garden available for outdoor play. Family pets include one cat, guinea pigs and fish.

p.4

Description of the childminding

The childminder is registered to care for a maximum of six children at any one time, three of whom may be in the early years age range. She operates all year round. There are currently seven children on roll aged from 11 months to seven years. Of these, six are within the Early Years Foundation Stage (EYFS). The care for children aged over five years is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The childminder is able to support children with special educational needs and/or disabilities and children who speak English as an additional language.

p.4

Description of the childminding

The childminder holds an appropriate level 3 qualification in early years.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The childminder is highly organised and provides very good standards of care and teaching, elements of which are outstanding. Every child's unique needs and stage of development are known and each one is making good progress because they feel safe, secure and included. Partnerships with parents and other providers are outstanding. The childminder has an outstanding enthusiasm and capacity to continuously improve and makes full use of training, advice and self-evaluation tools to review and develop her already very good practice.

p.4

further?

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

p.4

further?

 organise observations and children's development files so that progress towards the early learning goals can easily be seen and make periodic summaries of progress and next steps for the six areas, to use alongside parents  incorporate next steps and individual children's learning needs and choices into the planning, to ensure that maximum challenge is offered to meet each child's learning agenda. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

The steps taken to safeguard children are robust and effective. The childminder is experienced, up- to-date, trained and competent in child protection procedures and multi-agency working, first aid, emergency planning and risk assessment. She prepares extremely well for outings, obtaining parental consent, reviewing risk assessments and making photo records and numbered contact bands for each child going on the trip. Her policies and procedures are all clear and appropriate, regularly reviewed, and updates are shared with parents through email, as is their preference. Information about house rules, insurance, registration, menus and Ofsted are clearly displayed for parents, and a wealth of useful parenting information, newsletters and photo records are shared, both in hard copy and electronically, to keep parents completely involved in their child's care, education and well-being. The childminder checks the identification of visitors, logs all

p.5

the early years provision

attendance, and keeps exits locked. All adults in the household are vetted and parental consent has been obtained for specific aspects of the service, including the observations and planning for children's individual learning.

p.5

the early years provision

The childminder forges warm, highly supportive, professional relationships with parents from the outset. She includes them in documenting and planning their child's starting points assessment, and provides details of all the themes and activity plans. Child details, healthcare plans and contracts with parents are reviewed biannually when parents also have the opportunity to complete satisfaction questionnaires about the childminding. Day books, text messages and 'catch up chats' keep parents involved day by day to ensure that children's current needs and circumstances are well known. A photo album diary is regularly viewed by parents, some of whom write comments in the album about how much their child has enjoyed certain trips and experiences. Children have an individual wallet of photos, observations and progress checklists which parents can also view at any time, but the information is loose and not organised to clearly show progress over

p.5

the early years provision

time against the six areas of learning. The observations are therefore not used to make clear periodic summaries of progress or next steps plans for parents and the childminder to work on together. The childminder has very effective relationships with reception teachers and pre-school key workers, sharing plans and individual children's progress and next steps plans with them. This assures that every child receives care and input which is consistent with, and complements, what they receive elsewhere.

p.5

the early years provision

The childminder clearly relishes her work and has an outstanding commitment to organising, reviewing and improving the childminding. She undertakes reflective practice and uses numerous quality assurance schemes, self-evaluation tools, online learning and research to ensure that she meets the requirements of the EYFS and provides the best learning environment and resources. For example, she has used capital grant funding to vastly improve her resources and outdoor space making them versatile, challenging and able to be used by children all year round. She is currently improving the labelling and making a picture catalogue of resources to facilitate children in choosing what they want to play with. She has completed professional training and continuously attends well chosen training This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 which extends her competence and gives her ideas for input and challenge to the

p.5

the early years provision

children's development. For example, she provides props, routines and natural materials which can be used in a variety of ways to develop children's confidence, independence and ability to understand their own and others' feelings. She also wants to improve the way she plans and observes children's individual development. The childminder's relationships with other providers and community resources support children excellently. She uses the toy library, children's centre, childminder groups and appropriate special community events at local museums and venues, to ensure that children have a rich, varied experience and know their locality well.

p.6

and outcomes for children

Each of the children attending make good progress from their starting points and enjoy outstanding opportunities to be healthy, develop physical skills and learn skills for the future. The childminder provides a wealth of daily opportunities for children to choose and take part in interesting activities and routines, which develop their confidence and independence. For example, two-year-olds help to clean their snack table with spray and paper towel; they make choices of what fruits to have; clean their hands with evaporating cleaning gel and help to prepare the fruit and serve them to everyone. Health and physical development are promoted extremely well, through creative, investigative, role and construction play in the large garden. The play house, patio, and climbing, sliding, swinging and sand pit equipment are well used. Children also grow fruit and vegetables, feed and observe the birds and learn to handle the guinea pigs. They create a road

p.6

and outcomes for children

track using chalk on the patio and large road signs to learn about road safety as they use the ride-on toys.

p.6

and outcomes for children

Children's knowledge and understanding of the world and ability to make a positive contribution are fostered extremely well, using a wealth of exciting natural resources, ideal community venues and places of interest. The childminder is skilled at helping children to participate fully and then extends and consolidates their learning through creative activities at home and reference to maps, charts, photos and stories. For example, they have investigated and played in the snow and learnt about where penguins and polar bears live, making pictures of them to display and finding the continent where they live on the map. They have been to a local awareness day, where they tried dancing, food, costumes and crafts of Caribbean, Flamenco, African and Indian cultures. They have been to many outdoor venues, such as formal gardens, reservoirs, city zoos, and adventure parks where they are learning through real experiences.

p.6

and outcomes for children

Throughout activities, the childminder bears in mind each child's individual learning priorities. For example, she prioritises speech and language development, physical coordination, first steps and weaning throughout her input on the day of inspection. She also ensures that children's personal, social and emotional skills are continuously promoted, helping them to learn to take care of themselves, their toys, and one another. She provides an inspiring and caring role model, always praising children as they try to say new words or as they use good manners or This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 wait for their turn. They have very regular social time with other childminders children on trips and at toddler groups and Children's centres, practising sharing, playing alongside others, and learning to respect one another's differences. They feel special, for example, as they enjoy preparing and taking part in parties,

p.6

and outcomes for children

Halloween celebrations and pamper days, feeling cucumber eye masks or having their nails painted. They play simple games together, rolling the ball and saying the name of the person they rolled it to.

p.7

and outcomes for children

Children enjoy a wealth of creative and problem solving activities, both in and out of the setting. These are often linked to healthy eating or knowledge and understanding of the world. Sustainable resources, such as newspaper are used, for example, to make outfits for themselves and the dolls. Bird mobiles are made at the city museum craft day and children find their way through the daffodil maze, carve out pumpkins and toast marshmallows. At the same time, the childminder is vigilant and helps children to take care of their own safety. They are learning not to stand on toys or leave them where others can fall over them. Opportunities, such as seeing the local fire engine, are used as a lead to talk about fire safety and practise the fire evacuation. Singing and making music are popular choices at home, as is story time, often using puppets and props so that everyone can take part and act out. Equally, children are looking forward to using the new

p.7

and outcomes for children

technological equipment, such as dictaphones, cameras, a laptop computer and mini tape recorders. They look at the photos of things they have done and enjoy making plans, for example, talking about the chickens that are coming and the eggs the chickens will lay. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

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 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 The effectiveness of the setting’s engagement with parents and carers

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.8

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 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

p.8

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

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.9

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.9