Clarkson, Kerry

Inspection report for early years provision

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Unique reference number EY340938 Inspection date 25/02/2010 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 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 was registered in 2006. She lives with her husband and two children aged 14 and 10 years in Doncaster, close to shops, parks, schools and public transport links. There is a fully enclosed outside play area. The whole of the childminder’s home is used for childminding, except the bedrooms. The childminder collects children from the local school and goes to several toddler groups regularly. The family has a rabbit, goldfish and terrapins for pets.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, no more than three 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 the compulsory and voluntary parts of the childcare register.

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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 demonstrates a positive attitude towards continued improvement. For example, she continues to update her knowledge and understanding of care and education by attending relevant training, such as first aid, safeguarding, food safety 2009, Early Years Foundation Stage and equal opportunities. Additionally, she has recently obtained a National Vocational Qualification at level 3 in Childcare. The childminder has begun to use reflective practice to assess her setting and this has enabled her to successfully identify where her practice is strong. In regard to areas for improvement the childminder feels children will benefit from more one- to-one development opportunities. However, the self assessment fails to identify that there is no record of risk assessments for individual outings. She has robust observation, assessment and planning systems in place and has established sound working relationships with parents. However, she has yet to develop links with

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further?

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

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further?

 continue to develop the use of activities and play opportunities that challenge children's thinking and help them to embrace differences in gender, ethnicity, language, religion, culture and special educational needs and disabilities  update the record of risk assessment to include any assessments of risks for outings  develop links with other early years providers. 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 sound knowledge and understanding of child protection and the procedures to follow. She has written policies in place in the event of lost or uncollected children and safeguarding, and a copy is provided to parents. All required documentation is in place including robust risk assessments that identify possible hazards and the action taken to reduce the risk. However, there is no record of risk assessments she has carried out for individual outings. She attends regular training to ensure she continues to develop her knowledge and understanding of children’s learning and development. The systems for observations, assessments and planning clearly identify children’s progress; they are linked to the Early Years Foundation Stage and used effectively to plan for their individual needs. The childminder has yet to develop a working relationship

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the early years provision

with other providers of the Early Years Foundation Stage, but has developed sound relationships with parents. This ensures she liaises very effectively with parents to ensure children continue to make good progress. For example, she provides parents with clear information of how the setting works, about the progress children are making and encourages them to share information about what children are achieving at home. Inclusive practice is promoted satisfactorily through an environment that reflects the wider world and children’s own communities through books and role play equipment. However, resources and activities that introduce children to diversity are limited.

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and outcomes for children

Children freely and safely access a good selection of resources, toys and activities in an environment that offers lots of space for free movement and physical activities. Children are becoming aware of good hygiene practices as the childminder takes appropriate steps to help prevent the spread of infection. For example, she excludes children who are infectious in order to protect others and children routinely wash their hands after using the toilet and before meals and use antiseptic gel at other times. Children are learning about keeping safe through their daily routine, activities and discussion. They talk about emergency evacuation and the need to get out quickly, learn about how to be safe when out alone and the importance of using seatbelts while in a vehicle and they are encouraged to question something they are unsure about. Children are helped to stay safe because the childminder has carried out risk assessments and taken action to

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and outcomes for children

manage or eliminate risks as they use outdoor and indoor spaces and resources. Children are encouraged to develop habits and behaviour appropriate to good learners, their own needs and those of others. Children are learning to use polite language and help to tidy toys away before getting more out. They are relaxed and happy in their environment and interact well with the childminder. The childminder knows her children well and quickly recognises children are tired and encourages them to have some quiet time. Children learn to be active and understand the benefits of physical activity, healthy habits and good hygiene. They This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 make healthy choices about what they eat and drink.

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and outcomes for children

The childminder demonstrates a good understanding of how children learn through play and this ensures children continue to make good progress. The system for observations and assessments are used effectively to record children’s progress and plan for their next steps. They are linked to the six areas of learning and take account of children’s current interests. Children are independent in their choice of activity. They select a train track and take their time constructing it. The childminder gives them support and asks questions to help them think. She asks 'Where do you think this one goes?’ and in response children compare the track and the separate pieces before joining them together, saying ‘there’. They ask for more pieces and as they select carriages they are encouraged to count them and to look at the different colours. Children name small world animals which include a polar bear, seal, octopus and dinosaurs. They are encouraged to talk about the

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and outcomes for children

different textures, sizes, count the legs and listen to the sounds they make. Children talk about wiggly worms and the spots on a leopard. Children’s imagination is encouraged and supported. They talk about horses being hungry and pretend to feed them and give them a drink. Children’s communication skills are extended as they talk about things that interest them, such as parties, balloons and party hats. They describe the different motifs on the party hats, such as butterflies, stars and rabbits. Children are interested in stories; they sit and listen and turn the pages carefully. Children are learning to zip and button up clothes and with some support remove their footwear and hang up their coats. The childminder notices a 'well done' sticker and is full of praise which helps to build their good self-esteem. Children benefit from lots of outside opportunities through regular outings to local parks, toddler groups and play areas. Their physical skills

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and outcomes for children

are promoted as they learn to use large play equipment during their visits to the parks and their interest in the wider environment is encouraged as they visit local woods, adventure parks and farms. 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 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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