Lloyd, Gillian Yvonne

Inspection report for early years provision

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Unique reference number EY395661 Inspection date 11/02/2010 Inspector Margaret Patricia Mellor

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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 partner and two children aged two and six years in Hyde, Tameside. Children use the whole of the childminder's home for their care, play and learning. There is a secure, fully enclosed garden for outdoor play.

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Description of the childminding

The childminder is registered to care for four children aged under eight years, of whom no more than two may be in the early years age group at any one time. She is currently minding two children in this age group. She is also able to offer care for children aged over five years. This provision is registered by Ofsted on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder walks or uses her car to take children to places and regularly attends the local toddler groups. She receives support from the local authority. She is a member of the National Childminding Association and networks with other local childminders.

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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 benefit from a childminder who understands their individual needs, and are cared for in a welcoming and homely environment where they are very happy and content. They are making good progress in their learning and development, and the childminder is beginning to use observations of children to inform planning and promote individual challenges for them. Good emphasis is given to promoting children's welfare and keeping them safe at all times. Partnerships with parents are developing very well and help to provide an inclusive atmosphere that welcomes children's individuality. The childminder has successfully addressed safety issues raised at the registration visit, but the lack of a system for self-evaluation limits plans for future improvement.

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further?

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

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further?

 continue to make observations and assessments of each child's achievements, and use these observations to track their progress towards the expectations of the early learning goals  develop a system for self-evaluation that involves parents and identifies strengths and priorities for development which will improve the quality of provision and promote better outcomes for 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 provision is managed well and the childminder takes all necessary steps to ensure that children's welfare is promoted and safeguarded. She has a strong understanding of her role and responsibilities in the area of child protection and the procedures for reporting concerns. Risk assessments are robust and children are appropriately seated in the childminder's car so they travel in safety and comfort. Good hygiene practices consistently followed by the childminder help to minimise the risk of cross-infection. Meals and snacks are freshly prepared and nutritionally balanced, and children learn about a healthy lifestyle through their daily routine and activities. Well written policies are shared with parents in a welcome pack, and the daily regulatory documentation that further contributes to children's welfare is well maintained and organised.

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the early years provision

The childminder organises the premises so children can choose toys for themselves and initiate their own play and learning in the homely environment. Since registration, she has improved safety by making kitchen knives and the bathroom cabinet inaccessible to children. She is keen to promote better outcomes and is beginning to identify some areas for future development, such as growing vegetables to enrich children's awareness of healthy eating. However, there is no system for self-evaluation or for welcoming parents' views on the quality of the provision offered. This impacts on the childminder's ability to drive continuous quality improvement forward.

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the early years provision

Good emphasis is given to ensuring an inclusive provision that values each child's unique qualities. 'All about me' type forms and observations help the childminder to become familiar with each child's needs and what they can already do. This provides an environment consistent with home, which ensures that children's individual care needs are respected and they make good progress in their learning in relation to their starting points. Achievement records, day diary sheets and ongoing dialogue between parents and the childminder ensure good sharing of information about each child's routines, activities, interests and achievements. The childminder shows respect for the planet's environment, for instance, she makes good use of recyclable resources in craft activities.

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and outcomes for children

Children are afforded plenty of space for active and restful activities, and move freely and with confidence in the childminder's home. All the necessary safety equipment is in place to minimise hazards, and the garden provides a variety of safe challenges for them. Young children become aware of keeping themselves safe through practising fire evacuation and the childminder's gentle reminders and explanations about behaviour that may be dangerous. They learn about personal hygiene through their natural daily routine and love splashing in water when washing their hands. Home made lentil and tomato soup at lunchtime nurtures children's awareness of healthy eating, and babies gain independence as they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 confidently use a spoon to feed themselves. Fresh air and physical exercise every day promotes children's physical skills, and regular drinks of water to satisfy their

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and outcomes for children

thirst enriches their awareness of a healthy lifestyle.

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and outcomes for children

All children are included and the childminder is good at making sure each child feels valued. She makes allowances for their different personalities, reflected in their happiness and confidence. Children enjoy warm relationships with the childminder who has a lovely rapport with them. For instance, babies relish her reassuring cuddles when visitors arrive and kind words of praise help toddlers feel good about themselves. Children eagerly engage in their play in a warm, well maintained environment and become active learners. Babies crawl over to toys to seek out what they want to play with, and toddlers show plenty of curiosity when exploring different textures, such as silky fabrics, paint or play dough. Young children become aware of technology and begin to make connections, responding gleefully when the train lights up as they press buttons.

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and outcomes for children

Children enjoy good opportunities for exploration and discovery. In the garden they love to feed the birds, watch the squirrels and investigate with bug boxes. They become aware of their local area with visits to places of interest, such as the park, farm and museum, which are enjoyed by all. Young children happily play alongside one another, and parents are particularly pleased with their growing confidence to socialise with others at toddler group. They behave well for their age and stage of development, and develop the concept of sharing through the childminder's sensitive interactions. Children begin to develop respect for others as they play with some multi-cultural toys, push dolls in wheelchairs, celebrate birthdays and decorate lanterns for Chinese New Year.

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and outcomes for children

Children freely express themselves through a range of creative media, and dressing up in fairy wings is a particular favourite. During play, toddlers develop their awareness of number, shape and colour, and early literacy skills are particularly well supported. For example, babies respond with chuckles to the childminder's voice intonations, and toddlers are encouraged to repeat sounds as she sits reading books with them. Number rhymes and mark making also nurture children's skills for the future. The childminder is using observations linked to the area of learning the skill relates to and the early years profile to identify and plan for children's next steps in learning. Every child has an achievement record where information is recorded, and the childminder recognises that she is not yet tracking children's progress towards the expectations of the early learning goals. Well planned activities, which focus on stretching the children's interests, mean that

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and outcomes for children

children have fun and thoroughly enjoy their play while making good progress in their learning and achieving. 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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