Stanley, Sheryl

Inspection report for early years provision

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Unique reference number EY402551 Inspection date 23/03/2010 Inspector Rachel Ruth Britten

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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 six and seven years. The family live in Leighton, Crewe. Most areas of the property are accessible and used for childminding purposes. There is a secure garden available for outdoor play. Family pets include one rabbit.

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Description of the childminding

The childminder is registered to care for a maximum of four children at any one time, three of whom may be in the early years age range. She operates all year round and offers overnight care. There are currently three children on roll aged from three to ten years, of whom, one is within the early years age range. The care for children aged over five years is registered by Ofsted on both parts of the Childcare Register. The childminder is able to support children with special educational needs and/or disabilities.

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Description of the childminding

The childminder has completed the required basic childminding training and holds an appropriate level 2 qualification in early years.

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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 knows and meets the individual needs of each child attending and provides well for their progress. The children's welfare is promoted through good organisation, planning and confident childcare practice. The stimulating environment is safe and understandable for children, so that they enjoy and achieve well. Partnerships with parents and others are developing through the childminder's good communication skills. The childminder has excellent organisational skills and is committed to use self-evaluation tools, additional training and professional advice to ensure ongoing improvements to the childminding service she provides.

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further?

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

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further?

 ensure that the emergency evacuation plan is practised with children and records kept of any difficulties and how they were resolved  develop links with nurseries and reception classes where children also receive childcare to ensure that consistent and complementary care is provided  integrate each child's individual progress record, so that all observations and any information from parents are used to make periodic summative assessments and next steps plans which can be shared with all parties. 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 safeguards children well in the spacious, well-organised and stimulating setting. A wealth of activities are easy to see and choose, there is ample floor and table top space in which to play actively. Daily checks, the attendance register and periodic risk assessments are properly used to ensure that the environment and resources are clean, safe and suitable for those attending each day. For example, door guards and stair gates prevent young children from getting out of exits or jamming their fingers. In addition, children are taught how to use tools, equipment and toys, so that they discover for themselves how things work, for example, to be careful of the hot tap and not to climb on the kitchen table. The childminder obtains parental consent for use of the trampoline or play on the swings at the front of the house, making her setting's operation clear to parents. She has a simple emergency evacuation plan and checks regularly that

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the early years provision

smoke detectors are working, but she has not conducted an evacuation practise with children yet. The childminder has a good understanding of the signs and symptoms of abuse and knows what to do to report child protection concerns, should this be necessary.

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the early years provision

The childminder promotes equality of opportunity for all families and makes this clear in her publicity materials and policies. She offers places to all enquirers and her certificates are clearly displayed and explained to parents, including how to complain. She carefully elicits all necessary information about the children's needs and preferences from parents and explains to them the purpose of her records about their child. However, she is not putting together all the information and observations she has to maximise their use for making initial assessments and planning for the children's next steps. In addition, children have not been attending for long enough to make clear assessments of their progress. Nevertheless, the childminder is working hard to get to know the childcare providers in her locality. For example, she plans to obtain parental consent and then meet with pre-school key-workers, sharing any summary assessments and

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the early years provision

next steps with them. Similarly, she is working in partnership with parents where children are receiving specialist input, so that she can provide consistency in using the same specialist plans, perhaps to facilitate speech development.

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the early years provision

The childminder has a childcare qualification, experience and a high level of commitment to providing children with good opportunities to progress. She works hard to meet the needs of each child while they are present, and to address gaps in their achievements. She is extremely well-organised and uses this strength in her records, procedures and in the organisation of the play space. She uses her personal skills well to make genuine bonds with children and clearly enjoys the work. She provides a good balance of child-initiated and adult-led activities, but is not yet building enough upon children's own interests or making clear links between activities to help children make sense of all their experiences and new learning. She has used the Ofsted self-evaluation tool and plans to extend her professional training as well as attending short courses relevant to aspects of childminding. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder gives good support to each child to promote their learning and development. She questions and challenges children to learn new things and consolidate what they know through the play choices they make. For example, when children are using the role play kitchen and crockery, she counts and shares out the plates, encouraging three-year-olds to work out how many they have each when plates are added or taken away. Children enjoy and understand their play environment because there is a wealth of diverse toys and activities continuously available for choice. For example, a three-year-old frequently chooses the large chalks on the easel, making a picture of a fire being put out by his hero fire fighter. The childminder takes the opportunity to discuss what would happen if there is a fire and how to contact the fire brigade. However, she does not yet help children to link their ideas through to other activities and sustain their interests,

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and outcomes for children

perhaps role play, setting out small world play scenes, practising a real fire drill, or using stories, craft or computer activities to extend their play and learning. As a result, the children tend to flit between activities.

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and outcomes for children

The children benefit from a good range of indoor and outdoor activity which gives them good experience of the world and helps them to learn valuable life skills for the future. For example, they frequently bake, especially when this is an activity parents say they enjoy. They make simple cakes for their family where one has hurt himself in an accident, learning to think of others. They also practice their small motor coordination, taking care of their setting as they help to wipe the table and sweep up with the dustpan and brush. They are forming close bonds with the childminder and are learning to balance their sense of fun with good hygiene skills and responsible behaviour. For example, they test out the childminder's boundary about not licking the cake mixture bowl and spoon because germs will spread onto the cakes, quickly licking while the childminder is talking to the inspector. Overall, children behave well in the setting and respond to the childminder's positive

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and outcomes for children

The children have good access to technological games and tools which benefit their problem solving skills and understanding of the world. Three-year-olds are becoming confident with the mouse and keyboard and are keen to help use a screw-driver to take apart a toy microphone to replace the batteries. The childminder is vigilant and gives children opportunities to learn about keeping themselves healthy and safe, teaching them to drink regularly, wear aprons to protect their clothes, and to eat nutritious snacks and meals. She gives her time, attention and appropriate challenge to model and promote the children's speech and language throughout activities, so that they are keen to communicate and take part in whatever is happening. The childminder praises and celebrates new achievements as they happen and shares these with parents, so that children feel proud and special. The childminder plans to offer activities more closely based

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and outcomes for children

upon children's abilities and interests, now that they have settled in, but will continue to provide a simple, active routine where there is time for children to choose what they want to do. For example, on the day of inspection they choose This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to use the paper to make a plane rather than draw, and they go back a few times to the glitter sand, the colour matching peg board and the role play kitchen. 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 1 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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