Wynn, Audrey

Inspection report for early years provision

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Unique reference number 302397 Inspection date 13/07/2010 Inspector Melissa Louise Patel

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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 as a childminder in 1983. She lives with her husband and one adult child in the area of Steeton, close to Keighley. The childminder works with one other childminder and three assistants, not all at the same time. The whole of the ground floor and a first floor bedroom are used for childminding and there is a fully enclosed garden for outdoor play. The family has rabbits.

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Description of the childminding

The childminder is registered by Ofsted to care for children on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The registration is for a maximum of six children, of whom three can be in the early years age range, when the childminder is working alone. When she works with the other childminder or assistants then a maximum of 15 children may attend at any one time, of whom nine can be in the early years age range. There are currently 31 children on roll, of whom 16 are in the early years age range. Children attend on a full or part time basis. The childminder is an accredited member of the Bradford childminding network. She currently provides funding for nursery education.

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Description of the childminding

The childminder walks to local schools to take and collect children. She runs the local parent and toddler group and takes children to the local library and park. She is a member of the National Childminding Association. The childminder is quality assured with the scheme Children Come First. She has links with other early years provisions.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The childminder promotes the Early Years Foundation Stage exceptionally, ensuring children's learning and welfare needs are met and that they receive diverse and interesting experiences that they enjoy indoors and outdoors. Excellent consideration of the children's individual developmental stages is highly conducive to their learning progress. Partnership working with parents and with other settings that children attend is excellent in supporting children. Exceptional dedication and systems in place for monitoring the provision promote continuous improvement highly effectively, and therefore, the outcomes for children are extremely positive.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 developing further the images, text, signs and symbols within the environment to maximise children's learning regarding different This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 communities and to further embrace diversity.

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the early years provision

Children are safeguarded highly effectively because the childminder has an exceptional understanding of how to meet the Early Years Foundation Stage requirements. The very good systems in place ensure that the childminder knows what to do if concerned about a child. All documentation regarding the operation of the provision is clearly recorded and readily available. Children are extremely safe within the home environment, outdoors in the garden and on outings, and their understanding of safety is extended through practice and discussion. The arrangement of space and resources, both indoors and outdoors, is excellent in supporting children's learning and promoting their welfare. The childminder supports equality and diversity extremely well overall. For example, children are included very well during activities and their individual needs are met exceptionally, resulting in all children developing very well. The childminder works

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the early years provision

with another childminder and assistants on a daily basis. They work closely alongside each other to support children. For example, the childminders plan the operation of the provision together to promote children's learning and welfare extremely well, and the assistants demonstrate a good understanding of their roles and responsibilities.

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the early years provision

Systems in place for evaluating the provision are highly effective. The childminder is committed to monitoring the provision to extend and improve outcomes for children. She researches the Early Years Foundation Stage framework and uses written evaluation. The childminder involves parents in evaluating the provision through using questionnaires. Children's feelings and thoughts are recorded and taken account of, including and valuing all children very well. This impacts exceptionally on the childminder's ability to maintain continuous improvement. There were no recommendations raised at the last inspection. However, since the last inspection, the childminder has updated her provision in line with the Early Years Foundation Stage regulations to support children extremely well. For example, systems available to promote children's learning progress are very good. New systems have been implemented to track children's progress and training has

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the early years provision

helped support this process very effectively. The new low level sink in the kitchen has improved children's independence skills as they can reach the sink to wash their own hands. The kitchen has been extended, making a large area for children's play. This improves the free space children have to explore and the accessibility of resources. The outdoor area is continually reviewed, to enhance the outdoor facilities and to create challenges for all age ranges. These improvements support children highly effectively.

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the early years provision

The childminder works exceptionally with the parents to ensure that all appropriate dialogue is shared regularly to help the children develop their skills and to keep children secure and happy. There is an excellent range of policies and procedures which are available to the parents and there is various other information regarding the provision available on the notice boards, such as photographs of children exploring the environment and useful information regarding the Early Years This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Foundation Stage. Parents are included extremely well in their children's learning progress to aid children's development. For example, the systems in place encourage parental contribution to development records and regular discussion is held. The information sampled from parents as part of the inspection process proved to be highly positive with regard to how children are individually supported

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the early years provision

while at the provision with regard to their care and learning. The links made with other settings that children attend and will attend in the near future promote an excellent starting point for promoting children's well-being and transition to these settings.

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and outcomes for children

Children have excellent opportunities to extend their progress across the areas of learning because the childminder understands the children's individual stages of development very well. With her co-childminder she plans activities that promote challenges and keep children highly involved and interested. The environment indoors and outdoors is arranged highly effectively to enable children to have choice and stay motivated. Observations are used in an excellent manner to extend children's progress, and their development is tracked and reviewed. For example, children's confidence is extended through group activities that they enjoy. Children's sensory, language and communication skills are extended through a variety of stimulating activities, such as investigating coloured ice. They are learning about change and developing a great sense of interest during this activity.

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and outcomes for children

Children are highly independent. For example, they instigate their own play using the resources outdoors. They make recognisable marks on the flagstones using chalk. Children compare colours and the different sizes of the chalk. Indoors, they excitedly use their imaginations as they become involved in their play. They use the names of the dinosaurs that they are exploring, such as Pterodactyl. Children take responsibility for laying out the table for snacks and lunch. They count how many places they need and work out where everyone will sit, placing the children's name cards in each place. They are solving problems and recognising names during this activity. They receive excellent support from the childminder, who uses skilful questioning to help children think and complete the task themselves, developing their skills for the future extremely well.

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and outcomes for children

Children are developing an excellent understanding of staying safe. They have a visit from the fire service. The children can explore the fire engine and they try on the clothes the people in the fire department wear. This activity is used to help children learn extensively regarding safety and learn about people who help us while enjoying their play. Children use equipment safely in the environment. For example, they use hand whisks skilfully while preparing their pudding and they use cutlery knives to chop their own fruit and vegetables for snacks. They receive excellent support from the childminder at this time, encouraging independence while keeping children safe. Children respond exceptionally to adults. For example, they happily go to the childminder for reassurance and communicate freely.

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and outcomes for children

Children are learning highly effectively overall about equality and diversity. For This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 example, children learn about families and different lifestyles. They develop knowledge about different festivals people celebrate and about different countries. The childminder has an exceptional knowledge of each child’s background and needs to ensure they are all equally integrated. Children use resources in the environment, such as dressing up costumes and books that reflect diversity and support their learning very well. Signs to support individuals who have different levels of communication skills are displayed, supporting children's language and communication skills. However, images, text, signs and symbols within the environment to further extend children's learning regarding different communities and to further embrace diversity, although available, are not maximised.

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and outcomes for children

Children benefit from having an extremely healthy lifestyle while at the childminder's. They receive fresh air and exercise continually. For example, children can choose to play indoors or outdoors at any time as the environment is set up to encourage this. Children collect raspberries and blackcurrants. They excitedly demonstrate where in the garden the plants grow and what other plants are growing. They are highly knowledgeable as they describe how the plants need water, and with further questioning they explain that they also need sun for them to grow. They help prepare their own snacks, chopping and peeling the skin off the fruit. They eat balanced and nutritious meals and they drink healthy drinks, such as water and milk. Children are challenged extremely well as they climb and swing on a tyre, and they are fully motivated as they determinedly climb across the climbing frame. They learn about size and shape as they explore the water

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and outcomes for children

outdoors. Children use an excellent range of resources, both indoors and outdoors, which suit all ages and provide interesting options for children to explore and challenge their physical, creative and problem solving skills highly effectively. 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 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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