Tallantire, Sarah

Inspection report for early years provision

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Unique reference number EY395819 Inspection date 03/02/2010 Inspector Deborah Jacqueline Newbury

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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 and seven-year-old child in Teddington in Middlesex. Minded children use the whole of the ground floor of the home and there is access to an enclosed garden for outdoor play. Children only go upstairs to sleep or to access the bathroom. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is permitted to care for up to five children under eight years at any one time and currently cares for three children in the early years age range. Days and times of children's attendance vary. The childminder takes children to and from school. They visit local parks and play areas and other places of interest within the community.

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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

Children are very settled and happy in a warm and welcoming environment. They are cared for by a childminder who works with parents to meet their individual needs and promote their welfare, learning and development. The childminder is developing formal systems for tracking children's progress towards the early learning goals. Written policies and procedures underpin the childminder's practice although some aspects of required documentation lack a little detail. The childminder demonstrates a sound capacity to maintain continuous improvement through training, and evaluation of her practice.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 improve the record of risk assessment so that it includes information on who conducted it (Suitable premises, environment and equipment). 27/02/2010

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further?

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

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further?

 continue to develop use of observation and assessment to provide a view of where children are at in their learning and the next steps in their learning.

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the early years provision

Children are protected because the childminder has a secure understanding of safeguarding issues and procedures; she has outlined her responsibility to parents and has all relevant phone numbers and publications readily to hand. Children's safety is also assured because the childminder implements sensible safety This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 precautions to ensure her home is safe and secure. Comprehensive risk assessments, coupled with daily visual checks, are undertaken for everything children come into contact with. However, the record of risk assessment lacks a little necessary detail as it includes no information on who conducted it. Children benefit from a well-organised home. Printed word labels are placed around the home to aid young children's developing awareness of written language and phonics. The childminder organises play materials so that they are easily accessible

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the early years provision

by children, which encourages them to make their own decisions about what they play with and promotes their developing independence.

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the early years provision

The childminder has made a promising start to her delivery of the Early Years Foundation Stage (EYFS). She has completed required training courses and has identified other courses she wishes to attend to further develop her existing knowledge. The childminder reflects informally on her service and uses this, together with information gathered from relevant websites, such as the National Childminding Association and Ofsted, to identify and plan for areas for improvement. Parents are encouraged to express their opinions on an ongoing basis and the childminder takes account of the views of children through discussion and gauging their reactions to the different activities offered. She has recently started to undertake a formal evaluation of her practice through completion of the Ofsted self-evaluation form. She is very conscious of how ongoing self-evaluation can be used as an effective tool for driving forward

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the early years provision

The childminder is developing positive relationships with parents based on a good two-way flow of information about the children. This is achieved through daily conversations, emails and a comprehensive communication diary about how children spend their day and their achievements. Parents contribute their thoughts to this, which promotes clear partnership working with the aim of ensuring children experience consistent care and have their needs met. Parents express their delight with the childminder's work in letters and emails, which were available at inspection. They comment that their child 'clearly feels safe and secure,' and that the childminder 'is very well organised' and 'spends valuable time with us as parents to discuss our child's needs and includes us in her day's activities.' Written policies and procedures are shared with parents. The childminder understands the importance of working in partnership with others, such as school teachers who

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the early years provision

also deliver the EYFS to children in her care, to ensure continuity and meet children's individual needs. These links are being developed.

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the early years provision

Children are welcomed and valued as individuals. They have equal access to play materials, provided these are age and stage appropriate. Resources include some items that reflect positive images to help children learn to appreciate diversity. Children learn about their own and other traditions and celebrations by taking part in activities linked to these and they are developing an awareness of the wider world through their visits into the local community. The childminder shows respect for the family backgrounds of the children she cares for and she works with parents to meet their requests and the unique needs of their children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are accommodated in a clean, comfortable home that is well-maintained. They stay healthy because the childminder ensures good standards of hygiene and minimises the potential for the spread of infection. Children benefit from daily physical activity and fresh air. They play in the garden and visit different parks and play areas in-and-around the local community. The childminder chooses to walk to and from school rather than use the car, which means children receive important messages about the need for exercise for everyone. Babies are supported in becoming mobile because the childminder ensures they have sufficient space to crawl and she provides a helping hand when they show interest in standing and walking. She has a flexible approach with regard to the provision of food and agrees arrangements with parents on an individual basis. The childminder ensures any food she provides is varied and nutritious. Children are invited to select which

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and outcomes for children

two vegetables they would like to have with their main meal, which helps them feel included and consulted about decisions that affect them. They are also taking part in the 'Change for Life' campaign to help them understand about healthy eating.

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and outcomes for children

Children learn how to keep themselves safe through the setting of clear boundaries and the support and guidance of the childminder. She is fully aware of her role in setting a good example so that children do not receive mixed messages. For instance, when crossing roads, she ensures they do not cross between parked cars and she teaches children that it may be necessary to walk further on, so they can see and be seen. The childminder supervises children carefully, whilst allowing them an element of freedom to explore their surroundings and search out particular toys that attract their attention. This adds to children's confidence and, in the case of babies, encourages their desire for growing independence.

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and outcomes for children

Good relationships are fostered because the childminder treats children with kindness and affection. They enjoy the closeness of cuddles, and the childminder's practice of speaking to them in a calm, gentle tone of voice adds to their sense of security. Young children receive lots of praise and encouragement and respond positively to this. Babies clap themselves as they imitate the childminder when she praises and claps their efforts and achievements. Older children take on roles of responsibility by undertaking small tasks, such as helping to lay the table for tea. The childminder manages children's behaviour in age-appropriate ways. She uses distraction with young children but still offers simple explanations, such as why they should not do something 'because it will hurt'. This helps set the foundations for expected forms of behaviour in the future.

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and outcomes for children

Children benefit from a day which has regard for their individual routines and which offers them a balanced range of different play and learning opportunities. Activities cover each area of learning, take account of children's interests and enable them to develop required skills for the future. Children are supported in making good progress towards the early learning goals. The childminder makes use of the Learning and Development Guidance materials for the EYFS; she This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 observes children and uses the information gathered to help her move them on in their learning. She has started to formally record her observations; these are shared with parents, so they are fully informed of their child's progress. However, current recording systems do not yet provide a clear picture of where children are at in their learning and any gaps. The childminder has identified this as an area for

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and outcomes for children

further development. Young children interact well with the childminder and they respond in a happy and interested way to her enthusiastic and constructive support. They have fun as they knock down towers of stacking cups and then search out objects that the childminder hides inside the different cups. Children show lots of interest in a brightly coloured battery-operated toy till that enables them to explore technology at a simple level. They experiment by pressing different buttons and work out how to open and close the coin tray. They repeat this manoeuvre without restriction as the childminder draws their attention to whether it is open or closed. As their attention wanes, the childminder shows them the scanner part of the till which shines a soft red light when another button is pressed. She shines the light on different parts of the children's bodies, whilst naming each body part. This is done very slowly, allowing sufficient time for

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and outcomes for children

children to make links with what the childminder is saying and what they are seeing. The childminder spends lots of time talking and listening to babies and they make meaningful attempts to communicate their wishes through sounds and gestures. The childminder responds promptly to these, building their confidence in their own communication skills. Children have a variety of creative and sensory experiences. They take part in art and craft activities and older children regularly cook with the childminder. The provision of a treasure basket enables young children to explore collections of natural and everyday household resources. Children explore their surroundings as the childminder frequently takes them on outings to places of interest. She opts to use public transport when it is not possible to easily walk as she feels that she is more easily able to enhance children's learning by pointing things out and talking to them about what they can

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and outcomes for children

see out of the window, than if they were travelling by car. 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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