Ward, Rachel Leesa

Inspection report for early years provision

p.1

Unique reference number EY400442 Inspection date 19/01/2010 Inspector Christine Lynn Williams

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 2009. She lives with her partner and one child aged four in a residential area of Studley, Warwickshire. The ground floor of the childminder's house, along with an upstairs bathroom is used for childminding. There is a fully enclosed play area available for outdoor play and the home is close to shops, schools and public transport links. The family has a pet cat.

p.4

Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than two may be in the early years age range. She is currently minding three children in this age group, who all attend part-time. She also offers care to children aged over five years to eight years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

p.4

Description of the childminding

The childminder collects children from the local school and nursery and attends toddler groups and children centre activities on a regular basis. She is a member of the National Childminding Association.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

All aspects of children’s learning, development and welfare are at least satisfactory and are good in some areas. Children make clear progress in their learning as they enjoy stimulating activities which help them to develop the knowledge and skills they will need in the future. They benefit from a high level of individual attention and are kept safe, well safeguarded and healthy. The close relationship with parents has a positive influence on the outcomes for children ensuring they are settled, happy and enjoying their learning. Although new to minding, the childminder has clear plans for the future and is focused on improving her practice. She shows a developing understanding of the importance of self-evaluation, although this is still in its infancy.

p.4

further?

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

p.4

further?

 extend and improve the system for assessing children's progress by clearly highlighting the next steps in their learning and development  review and extend the range of resources and learning experiences offered to help children value differences and develop a positive view of a varying society  develop further the self-assessment system to ensure that continuous improvements can be made. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

The childminder is confident in recognising the possible indicators of child abuse and neglect and knows who to consult if there is cause for concern. She has used her background in health and safety as well as recent safeguarding training to develop a thorough knowledge and understanding of how to protect children. Good safety strategies, such as daily safety checks and risk assessments, ensure children are secure and well protected both in the home and when on outings and the childminder explains her procedures clearly to parents so that they understand her role and responsibilities.

p.5

the early years provision

Although new to minding, the childminder is motivated, has recognised some areas for improvement and taken positive action to address these. Clear plans for the future have been developed and she has begun attending relevant training in order to help her improve her knowledge. However, monitoring and evaluation are still in the early stages of development and are not yet fully effective in identifying all weaknesses. The childminder works hard to make parents feel welcome and is friendly, confident and professional in her interactions with them. She has an active interest in parent’s views about their child and finds ways to put parents at ease, particularly when children first start attending. Daily chats ensure that important information about children and their family life-style is shared. This is backed up with written information included in the child’s daily diary and observation notes so that the childminder and parents work together for the

p.5

the early years provision

benefit of the children. Clear records are used positively to support children and written policy statements are clear, personalised and provide useful information for parents.

p.5

the early years provision

The childminder organises her home, resources and playthings well so that they have a positive impact on children’s overall development. They are given lots of attention and are treated as individuals. For example, the childminder knows children’s backgrounds and the important people in their lives and talks to them about this. Children’s favourite toys are always kept within easy reach and the childminder gives children choices about what they want to do. They see some positive images of a diverse society as they play with everyday playthings such as books and small world toys. However, these are limited and are not fully effective in helping children to understand the society in which they live.

p.5

and outcomes for children

Children make clear progress and benefit from enjoyable learning activities. They are settled, happy and enjoy close attention. There are lots of cuddles and gentle tones and this helps the youngest children to feel special and to know when they have done something to please adults. The childminder knows the children in her care well and plans learning activities that interest them. For example she used a toddler’s fascination in pulling things out of cupboards to introduce interesting household objects to explore, such as wooden spoons and plastic storage boxes. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 She observes and notes progress and shares this with children’s parents. However, there is a lack of clear information recorded about children’s next steps and the priorities for helping children to continue to move forward in their learning and development.

p.5

and outcomes for children

Children are beginning to consider who they are and are developing the skills needed to become sociable and positive learners. Regular stories, songs, rhymes and time to look at different things helps toddlers to learn new words, while playing with shape sorters and building bricks encourage them to problem solve. Children learn about numbers as the childminder counts the number of bricks or toy cars they play with and they enjoy exploring interesting textures such as snow, dough and shaving foam. Children use simple electronic equipment confidently, learning what happens when various buttons are pressed. Children have regular outings to toddler and activity groups and these provide opportunities to become sociable with lots of different people. There is plenty of space for children to develop their early walking skills and they learn to move their bodies in different ways through dancing and using push along toys in the garden. There are dressing

p.6

and outcomes for children

up clothes to enjoy such as a dragon and doctor’s outfit, and lots of art materials to create pictures and make things with.

p.6

and outcomes for children

Children benefit from being with a familiar person that they trust. Young children show they feel secure and readily turn to the childminder for comfort and support. Gentle guiding away helps the youngest children to know when to avoid touching things and they develop confidence in trying new things because they know the childminder is always close by. Children are beginning to understand about staying healthy. For example, they clean their hands and faces regularly and learn about healthy eating through interesting activities such as gardening and cooking. There is lots of physical play in the garden and at parks and these encourage children to be energetic as they learn to climb, peddle and co-ordinate their bodies. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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 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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.7

Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 2 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

p.7

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.7

Annex B: the Childcare Register

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

p.8