King, Karen Michelle

Inspection report for early years provision

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Unique reference number EY402391 Inspection date 11/05/2010 Inspector Barbara Christine Wearing

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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 three children aged five, 10 and 11 years in the Edgeley area of Stockport. The whole of the ground floor, and the back bedroom and bathroom on the first floor are used for childminding purposes. There is a secure rear garden available for outdoor play. The family own a pet rabbit.

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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 three may be in the early years age range. She is currently minding two children in this age group. She also offers care to children aged over five to 11 years. This provision is registered by Ofsted on both parts of the Childcare Register.

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Description of the childminding

The childminder collects children from the local school and attends toddler groups on a regular basis.

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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 children and the childminder enjoy each others company and have developed a strong bond. Since registration the childminder has developed a good knowledge of the Early Years Foundation Stage and a clear understanding of how children learn and develop. She has used this together with her observations of children to ensure that she offers them a wide range of stimulating experiences in and out of the home. Therefore, children have fun and make good progress towards the early learning goals. Although the childminder has not yet conducted a thorough self- evaluation, taking account of the views of parents and children, she has accurately identified areas for development that will have a positive impact on the outcomes for children.

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further?

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

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further?

 develop systems for observation, assessment and planning; ensuring they include starting points gathered from parents and children's achievements observed at home  further promote children's good health by encouraging them to drink water as an alternative to juice  develop processes for self-evaluation, incorporating the views of parents and children  establish links with other settings children attend that deliver the Early Years Foundation Stage. 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's comprehensive policies and procedures ensure that children's safety and well-being are promoted. The safeguarding policy reflects her clear understanding of the local authority's child protection procedures, and children demonstrate that they feel safe and secure as they build trusting relationships with the childminder. Risk assessments and fire drills are regularly carried out and the childminder points out possible hazards to children, such as, reminding them that certain toys need to be put out of reach of younger children. Therefore, the risk of accidental injury is minimised and children learn skills to keep themselves safe.

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the early years provision

Children confidently move between rooms to extend their play and engage in different activities. A suitable range of toys and resources are accessible to them. The childminder is extending these as her childminding business expands and regularly borrows further resources from the local toy library. These are well used to provide stimulation to all children being cared for and show positive images of our diverse society. Therefore children have opportunities to make choices, develop and practise their skills in all areas of learning, and develop an understanding and respect of the wider world and the people within it.

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the early years provision

The childminder has worked hard to develop and implement her policies and procedures in line with the Early Years Foundation Stage, promoting positive outcomes for children and developing a good quality childminding service. She has just begun to evaluate her provision and has clear plans for the future that will have a positive impact on outcomes for children and mirror recommendations identified at inspection.

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the early years provision

Effective links have been established with parents, although the childminder has not yet built links with other settings children attend that deliver the Early Years Foundation Stage. The childminder records all necessary information regarding children's individual needs and informs parents of her childminding practices. Therefore, parents are able to make an informed choice regarding the care of their children and consistency is maintained. Further information regarding children's achievements and experiences while at home or with the childminder are shared on a verbal basis. This is demonstrated as the childminder chats with children, recalling a trip to the zoo that children have been on with their family. They talk about animals that they saw as they play with a set of plastic animals. The childminder's development plan identifies that she intends to introduce regular discussions to share children's learning journey files with parents and establish

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and outcomes for children

The childminder has made initial steps in recording observations of children's achievements, activities they have taken part in and the learning these promote. Her planning records and skilled interactions with children demonstrate her in- This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 depth understanding of the children she cares for and the wide range of experiences she offers, which enhance their learning across all areas. Recent plans and photographs show children moving like different animals, using musical instruments alongside a story to make animal sounds; cleaning out the family's pet rabbit; baking scones and guessing which objects float and sink, and then checking out if they were correct.

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and outcomes for children

Children settle quickly and develop close relationships with the childminder who treats them with care and respect. She is aware of, and values children's individual personalities and preferences; therefore, children develop confidence and a high self-esteem. Children are encouraged to treat each other with care and respect as the childminder reminds them that babies may like to join in their play. However, she also recognises that at times children don't want to share and sensitively distracts babies with another toy. The childminder encourages children to meet challenges as she praises their efforts and achievements, giving them the confidence to persevere and succeed. For example, as children become determined to reach the top of the climbing frame at the park and as babies take their first tentative steps.

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and outcomes for children

The childminder is skilled at following children's interests, asking questions to extend their learning during their freely chosen play. Adult-led activities are carefully planned, making learning fun and meaningful. A child points out a butterfly in a book and the childminder asks where butterflies live. They then recall when they went to look for butterflies in the park after reading a book about a hungry caterpillar. They were unable to find any but came home and made butterfly paintings. Through these activities and conversations children develop their knowledge and understanding of the world, good communication skills and a wide vocabulary. They learn to identify colours and have opportunities to practise their mark-making skills as they make drawings and copy out their name. Throughout their play children and the childminder use mathematical language, they match, name and count objects and name shapes; the childminder asks how

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and outcomes for children

many more bricks can fit on a tower that children build. As children try on different wigs the childminder identifies that their hair was short and is now long.

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and outcomes for children

Appropriate levels of hygiene are maintained and children develop healthy lifestyles as they are provided with nutritious meals and snacks and learn where food comes from. Children state that milk comes from cows in response to the childminder's question, as she nurses a baby with their bottle. Children have drinks available throughout the day, however, they often choose juice rather than water. Children benefit from daily opportunities to explore outdoors. They use their senses as they go for walks, feeling different objects and identifying sights, sounds and smells. 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 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 3 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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