Parkinson, Emma Louise

Inspection report for early years provision

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Unique reference number EY345256 Inspection date 22/04/2010 Inspector Ingrid Szczerban

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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 2006. She lives in the Allerton area of Bradford, in West Yorkshire. The childminder has three children aged eleven, five and one year. The whole ground floor of the childminder's house is used for childminding, along with two first-floor bedrooms and bathroom. The bedroom on the second floor may be used by children aged over eight years. There is an enclosed garden for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of four children under eight years at any one time and is currently minding two children in the early years age group on a part-time basis. She walks to the local pre-school to take and collect children. Local amenities include parks, soft play centres, schools and shops. The childminder is a member of the National Childminding Association and is a qualified practitioner to level 3.

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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

Good attention is given to meeting the learning and development needs of children. Children take part in a wide range of activities and make good progress in all areas of learning. Inclusive practice is promoted well and children are very much valued and respected as individuals. Partnerships with parents, carers and external agencies are generally good. The childminder assesses her provision well and accurately identifies most areas for improvement. She demonstrates a good capacity to continuously improve her service.

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further?

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

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further?

 further develop systems to seek and record the views of parents  extend the detail of information which is requested from parents about their child's ability before they start

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the early years provision

Children are safeguarded well. Suitable arrangements are made to ensure that adults in the home are vetted and all necessary written consents are obtained from parents. Comprehensive written risk assessments are effectively implemented to ensure that children are kept safe. All potential hazards on the premises and on outings are minimised. For example, the childminder fastens the harnesses on buggies and booster seats to protect children from harm. She pre-checks all venues for suitability before she takes children on outings. The childminder has This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 clear knowledge of child protection issues because she has completed relevant training. Accidents and medication records are meticulously kept and she holds a current first aid certificate. The home is clean and well maintained and children use separate hand towels to prevent the risk of any cross infection. A clear sickness

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the early years provision

policy is implemented and the individual health needs of children are met.

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the early years provision

Inclusive practice is promoted well. The childminder has very good knowledge of children's individual personalities and needs. She knows their families and follows home routines in order to make children's transition from home to her care as seamless as possible. Children feel welcomed and included because the childminder engages all ages in activities. For example, the baby's high chair is placed up to the table where the other children sit so that he too is included in the lunchtime routine. Equality and diversity are valued. The childminder introduces children to festivals from around the world. The toys and books which children use reflect positive aspects of diversity so they learn to appreciate similarities and differences. Children easily access their toys and activities as these are well organised at their height in the living room and the kitchen. Thus they are independent and learn to make decisions.

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the early years provision

The childminder manages her provision well. She uses effective means to evaluate and improve the service she provides. At the time of this inspection she had only been caring for children for ten weeks, following her maternity break. She has already begun to complete the Ofsted self-evaluation form and has sought advice from the early years development worker. She has identified some improvements she would like to make, such as completing the self-evaluation form and involving parents and children in this process. She has enrolled on a course to develop her knowledge of the Early Years Foundation Stage. She is committed to ongoing training and has completed a level 3 childcare qualification. The recommendations raised at the last inspection have been fully addressed to improve children's welfare.

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the early years provision

Partnerships with parents, carers and external agencies are generally good. Daily discussions and sharing development files with parents regularly help to build consistency in children's learning between the settings. For instance, children learn how to feed themselves with a spoon at the childminder's home and parents continue this practice at home. The childminder intends to involve parents more in the evaluation of the service by devising questionnaires for them. One child, previously cared for by a different childminder, benefits from continuity of learning because the childminder requested from parents the development record from his former carer. The childminder has established links with the key worker of a child who has recently begun pre-school in order to promote and complement learning in both settings.

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and outcomes for children

The children make good progress in their learning and development. Detailed observations and assessments are made by the childminder. These include what children are interested in, what they are learning and their next steps for This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 progression. The childminder gathers information from parents about their child's likes and dislikes before they start, however this does not include their level of ability. Plans of activities are varied and are used flexibly to follow the direction that child may wish to take, thereby sustaining their interest and promoting children's self-esteem and creative ideas. For instance, a child obsession with Thomas the Tank Engine is fostered into a creative outlet as the childminder extends this interest by making engines from junk materials.

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and outcomes for children

The childminder provides home-cooked, healthy and nutritious food for children, and fresh fruit is given daily. Children learn about the health benefits of eating well as they ask the childminder whether or not they may eat baked potato skins. She enthusiastically replies that of course they can and that these will help their bodies to grow strong. Children learn about how to make healthy choices as only healthy options are offered. Children receive fresh air each day on outings or when playing in the garden, and they rest according to their individual needs so that they remain healthy. Children are very active, they enjoy learning how to balance and propel themselves forwards using sit-and-ride toys and bouncing on the trampoline in the garden.

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and outcomes for children

The children are very happy, settled and confident in their surroundings. Regular routines are based entirely around their needs. They feel safe and are at ease in their warm and loving relationships with their childminder who provides them with lots of smiles and praise. The children get on well together; they enjoy each other's company and are well-behaved. As they play together the older ones help the younger ones. For example, they help them to put on their shoes. They move around the home freely and select what they want to do. Children gain confidence in self-care skills because the childminder encourages them to serve themselves at mealtimes and they carefully spoon grated cheese onto their baked potato.

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and outcomes for children

Children learn well about how to keep themselves safe. They know to hold onto the banister when going down the stairs; the routine is so well-established that children perform this action automatically. Children also learn road safety and practise fire drills. The children learn about the significance of traffic lights sequencing at pre-school and the learning is consolidated by the childminder through discussion at her home.

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and outcomes for children

Children communicate very well through conversations with their childminder and with single words and gestures according to their stage of development. The childminder praises them for their efforts which elicits positive responses from children who gain confidence in their communication skills. Children's creativity and mark-making abilities are fostered well. They have free access to paints and paper and enjoy painting at the easel. They also love to play in the sand tray where they use a variety of tools, such as spades, containers, funnels and wheels. Children observe with great pleasure and interest the effect they create as they pour sand into a funnel causing the wheel below to spin with the force of the flowing sand. So they begin to make sense of the world around them and develop their fine physical control. 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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