Greene, Caron

Inspection report for early years provision

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Unique reference number EY388407 Inspection date 04/05/2010 Inspector Shirley Leigh Monks-Meagher

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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 2009. She lives with her son aged 13 years and their pet cat in the Ashton-under-Lyne area of Tameside. The whole ground floor of the childminder's home is used for childminding. Bathroom facilities are situated on the first floor and there is an enclosed rear garden for outdoor play. Access to the premises is via three wide steps.

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Description of the childminding

The childminder is registered on the Early Years Register to care for three children in the early years age range. She is also registered on the compulsory and voluntary parts of the Childcare Register. Currently she has one child on roll. The child is in the early years age range and attends full time hours, term time only.

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Description of the childminding

The childminder currently operates her service between 7.30am and 5pm, Monday to Friday, term time only. She walks to local schools to take and collect children and attends the local toddler groups.

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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

Children's care, learning and development are satisfactorily promoted through the childminder's sound understanding of the Early Years Foundation Stage and a suitable range of activities. Children are settled and content because the childminder establishes warm and nurturing relationships with them. She provides an environment where all children can participate, although her toys and equipment do not fully represent our diverse society. The positive links the childminder establishes with parents and others initiate the appropriate sharing of information to meet children's needs and ensure continuity of care. The childminder has made some progress in developing her service since registration. However, a system for monitoring and prioritising continual development is not yet fully in place.

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further?

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

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further?

 increase the range of toys and equipment to include resources which help children develop positive attitudes towards diversity  match observations to the expectations of the early learning goals and use them to identify learning priorities and experiences which maximise each child's progress  develop systems for reflective practice and self-evaluation to identify strengths and target priorities for development that will continually improve the quality of the outcomes for all children. 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 ensures the safety and welfare of children. She understands her responsibilities under the Children Act and has a sound knowledge of child protection issues and how to implement current safeguarding procedures. The childminder has up-to-date first aid knowledge and deals with accidents and incidents appropriately. She records the details and shares the information with parents. The childminder minimises hazards to children, conducting sensible risk assessment procedures for all areas of her premises and outings.

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the early years provision

Self-evaluation is in the early stages. However, the childminder seeks feedback from others and improves her practice using the data collected. Her records demonstrate she has a realistic view of her strengths and areas requiring development. Her future plans are likely to bring improvement. However, these are not prioritised or fully in place. Children develop a sense of belonging within the childminder's home, which is warm and welcoming. They are embraced by the family and build good relationships with them. An inclusive environment is provided in which children are treated as unique individuals. The childminder has a range of toys and equipment to sufficiently meet children's needs. However, too few of these reflect our wider world and community to help children develop positive attitudes towards others.

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the early years provision

The childminder builds positive relationships with parents and others who are involved with the children in her care. She discusses care routines during gradual admission visits and seeks and records information relating to children's needs, likes, dislikes and family. This effective communication with others establishes children's starting points and ensures their continuity of care. Parents are kept well informed about their children through verbal sharing, written information including texts, and individual progress files. The childminder is aware of the requirements to establish links with other agencies or providers who may be involved with the children.

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and outcomes for children

The flexible and organised approach of the childminder appropriately promotes children's welfare, learning and development. Her calm and caring approach encourages children to settle quickly. As a result, they feel safe and content. The childminder makes sensitive observations and assessments of the children and is beginning to know them well. However, she does not yet link this knowledge effectively to the expectations of the early learning goals to identify their future learning.

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and outcomes for children

The environment is organised appropriately. A range of age appropriate toys are easily accessible to the children. They are interested in them and engaged. For example, babies handle and explore a range of textured toys carefully. They mouth the toys and stroke the textures and their feelings are clearly mirrored in their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 expressions. Children learn using all their senses.

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and outcomes for children

The childminder introduces children to sounds. Communication and language is fostered positively by the childminder, who spends her time playing and talking with the children. For example, babies learn the patterns of conversation because the childminder responds to their babble with positive responses. She plays simple peek-a-boo games and uses finger rhymes to capture their attention. The childminder encourages children's physical development. She puts toys slightly out of reach to encourage immobile babies to stretch and move to reach toys they desire. She gives them a spoon to hold while being fed and is helping them to drink independently from feeder cups. Children are learning to make connections. They particularly enjoy cause and effect toys. They pull, push and press to make lights flash, music play and objects move. They repeat their actions time and again as they realise they can get a favourite effect or sound.

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and outcomes for children

Children are secure and contented and receive lots of attention, encouragement and cuddles from the childminder, who recognises and meets their needs effectively. She recognises when they are getting tired, need a drink, need a nappy change or are ready for something to eat and responds quickly. As a result, children form trusting relationships with her.

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and outcomes for children

Appropriate hygiene routines are in place to help children stay healthy, and the childminder liaises closely with parents in order to meet children's individual dietary requirements. She takes children out into the community and on walks to the park and provides play opportunities in her garden to ensure children benefit from fresh air and exercise. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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