Lawrey, Geraldine

Inspection report for early years provision

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Unique reference number EY388165 Inspection date 11/06/2010 Inspector Susan Elaine Heap

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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 three and 15 years, in Water, Rossendale. The lounge, kitchen and bathroom on the first floor are used for childminding. The family have a dog.

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Description of the childminding

The childminder is registered to provide care for a maximum of two children under eight years at any one time, both of whom may be the early years age range. She is currently minding one child in this age group. She also offers care to children aged over five to 11. The childminder 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 local toddler groups.

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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 make good progress in their learning and development and receive excellent support from the childminder. The childminder establishes warm and caring relationships with children and cares for them in an inclusive, enabling environment. The childminder's particular strength is her strong commitment to continuous improvement. This is achieved by being a reflective practitioner and attending key training courses which will improve her practice and outcomes for the children. Most aspects of safety are of good quality and standard, although some require further improvement. Children's needs are met successfully because the childminder establishes positive links with parents and shares information appropriately, which ensures continuity of care for the children.

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further?

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

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further?

 develop ways of encouraging parents to share their observations of their children's activities and interests to help inform future planning for their individual needs  extend the general outings risk assessment to include a full risk asssessment for each type of outing children take part in and review this prior to embarking on each specific outing  practise regular fire drills and record in a fire log book any problems encountered and how they were resolved 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 has a strong knowledge and understanding of how to safeguard children and keeps her knowledge up-to-date through attendance at relevant training courses. This is fully supported by written policies and procedures to follow should she have any concerns about a child in her care. Regular risk assessments of the home, plus the childminder's vigilance, help to keep children safe. Any potential hazards are successfully re-evaluated and appropriate safety measures are put in place, such as the positioning of an additional safety gate. Risk assessments for outings are of good quality but are general, and not individual for each specific outing. In addition, fire evacuation procedures, although clearly displayed for visitors, are not yet practised with the children.

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the early years provision

The childminder demonstrates a strong commitment to continuing her professional development in order to enhance the quality of care and education provided. She has attended early years workshops and training on safeguarding and behaviour management, and enthusiastically puts what she has learned into practice. She manages and organises her provision and resources well in order to provide an inclusive and welcoming, homely environment for the children she cares for. She demonstrates a strong commitment to sustainability, and children learn about the benefits of recycling food waste for the compost bin. She also regularly exchanges toys and equipment with friends and family members to provide children with different play experiences, which offer them challenge and variety.

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the early years provision

The childminder builds positive relationships with parents. They are given good quality written information regarding the childminder's provision. She keeps them up-to-date with their children's progress through their daily verbal discussions, a parent's notice board, a daily diary, and by text and e-mail if parents wish. Information exchanged verbally is successfully used to support children's care and welfare. However, systems to involve parents in their children's learning and development are in their infancy. The childminder demonstrates a strong understanding of when and how to work in partnership with other professionals, when children may need additional support or if they attend other childcare provisions. Written comments from parents are very positive. They highlight the childminder's commitment to offering a professional service in a warm, safe and nurturing environment; their children are valued and receive good quality play and

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and outcomes for children

Children have good opportunities to learn about and adopt healthy lifestyles. They enjoy a healthy balanced diet which includes home-made meals containing fresh ingredients, such as fruit and vegetables. They successfully learn about the food cycle through planting and growing activities, such as planting strawberries in hanging baskets, which they water and feed to enable them to grow. Their health is further enhanced as they venture to places of interest, such as the park or walks This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 along the local bridle paths, which provide children with lots of fresh air and exercise. They have good opportunities to learn about the natural world through planned activities and quality resources which depict the lifecycle of frogs and butterflies.

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and outcomes for children

Children feel safe and comfortable and move around confidently, making choices in their play and activities. They concentrate for long periods on their chosen activity, such as climbing in an out of a box or covering themselves with sheer patterned fabric which they are attracted to. They develop good trusting relationships with the childminder as they seek reassurance by cuddling up to her when they are tired or drinking their milk. They receive regular praise and encouragement for their efforts and achievements, such as their 'beautiful singing' or 'lovely dancing', which fully supports their developing self-esteem and confidence.

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and outcomes for children

Children are happy and settled and respond positively to the calm and caring nature of the childminder. They clearly benefit from the good quality support she gives them. They are well-behaved and respond well to her extremely positive, clear and caring approach. The childminder has a good knowledge and understanding of each child's individual capabilities and developmental stages. As a result, she plans activities which are clearly based on her written observations of children's play and which successfully identify their next steps in learning. This ensures that children make good progress across all six areas of learning. They receive good individual attention where the childminder supports their learning effectively through skilfully asking questions or introducing new words. For example, mathematical language and concepts are introduced during an activity with play dough, as the childminder asks children if they want the big or the small

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and outcomes for children

rolling pin. Everyday activities successfully promote children's developing language and understanding of number, such as counting the number of seeds as they plant sunflowers. Children have access to a good variety of push button toys and resources to promote their understanding of technology, such as telephones, calculators and robots. These help them to develop skills for the future.

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and outcomes for children

Each child is valued as an individual and the childminder demonstrates a strong commitment to enabling each child to reach their full potential. As a result, she effectively puts any skills and knowledge learnt into daily practice. For example, she has made her own picture recognition cards which depict children's faces showing different expressions, such as happy, sad, or angry. In addition, she has taken photographs of the toys and toy boxes and made an easy to handle catalogue for the children. This enables those children who have little language or understanding of English to make their needs known and helps to provide an inclusive environment. Children have lots of opportunities to learn about diversity and the wider community through a range of good quality books, posters, jigsaws, and music CDs from around the world. 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 3 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 3 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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