Howman, Cecilia Ruth

Inspection report for early years provision

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Unique reference number EY296072 Inspection date 19/05/2010 Inspector Debra Elizabeth Jean Dahlstrom

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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 2004 and lives with her husband and school age child, in a residential area of Knutsford. The whole of the ground floor of the childminder's house is used for childminding. Children also have access to toilet facilities on both the ground and first floor level. There is a fully enclosed garden for outdoor play. The family has a dog.

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Description of the childminding

The childminder is registered to care for a maximum of four children at any one time. She is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. There are currently five children on roll, all of which are in the early years age group.

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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 meets the unique needs of each child well. Children's learning and development are effectively supported, enabling children to make good progress. Overall, safeguarding and welfare procedures are good. Partnerships with other child carers are particularly good, while partnerships with parents are outstanding. The childminder consistently reflects on her practice and attends relevant training as a means of ensuring her continuous improvement.

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further?

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

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further?

 repostion the fire blanket in the kitcken to make it more accessible and review the risk assessments to include the arrangements for the trampoline.

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the early years provision

The childminder is clear as to her responsibilities to keep children safe. She has a good understanding of child protection procedures to follow, to ensure children's welfare is safeguarded effectively. These, along with other comprehensive policies pertaining to children's welfare and safety, are shared with parents at the beginning of placement and a copy is given to each parent to keep. There are plans in the event of an emergency, whereby others are able to care for children if needed. These adults are identified and agreed by parents. Any visitors to the home are made aware of the written evacuation procedures, displayed at the entrance, as they arrive. There are, generally, robust arrangements and detailed records of risks assessments to keep children safe indoors and outdoors. However, the fire blanket needs to be repositioned onto the kitchen wall in order to be accessible, and details of the trampoline should be included in risk assessments.

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the early years provision

Currently, the risk assessment does not clearly indentify the arrangements in place This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to make the trampoline safe for children. Despite these two oversights, the quality of safety in the home remains good, as the childminder remains vigilant and is proactive in her approach to children's safety and well-being.

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the early years provision

Space is used well in the home and resources and play materials are organised to invite children to initiate and extend their own play. The childminder also ensures there are quiet and shaded areas in the rooms to facilitate children's comfort, rest and sleep. A range of quality toys and equipment meets children's developing needs as they can independently access their current favourite toys. The childminder is committed to promoting equality and anti-discriminatory practice, and since her last inspection has increased her range of resources which reflect positive images of diversity.

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the early years provision

The childminder has undertaken numerous training courses and sought support from the local authority development workers, to ensure her ongoing professional development. In doing so, she has sought to further improve her confidence and extend her knowledge and skills, particularly in relation to current practice. Her systems for self-evaluation and monitoring are developing very effectively, as she consistently reflects upon her work and its impact upon children's learning and development.

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the early years provision

The childminder recognises the importance of working in partnership with others to help promote continuity of care and education for children. Partnerships with parents are highly effective, as from the very beginning they gain a clear understanding of the childminder's service, and twice yearly questionnaires are completed, giving feedback in ways to improve. The childminder also places great emphasis upon the significance of parents' contribution to their children's learning journeys. Children's starting points are promptly identified and discussed with parents. Detailed daily diaries ensure good quality information is shared both ways about the children's learning and welfare. Individual children's profiles are shared on site or sent home for more leisurely perusal, and include periodical summaries of children's progress and next step plans. Parents fully contribute with their own comments, which successfully ensures consistency of care.

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and outcomes for children

Each child in the childminder's care makes good progress in their learning because the childminder is secure in her understanding of the Early Years Foundation Stage framework. Children settle quickly as the childminder works closely with parents to help create a sense of belonging. The childminder offers a variety of interesting and stimulating activities and experiences, as she skilfully takes into account children's individual learning styles as well their patterns of attendance. In supporting each child to reach their potential, she enables them to be both curious and active learners. Daily observations of children's learning, and photographic records of their achievements are made. With regular summaries of progress carried out and shared with parents and others, the childminder is able to effectively plan activities to support children's next stages in their development. 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 promotes confidence and self-esteem, as a result young children are confident and independent learners. For example, they clap their hands in delight as they attempt to complete a simple jigsaw. The childminder uses the children's love of tractors and farm animals to help promote and extend their early language skills. With enthusiasm they readily sound out the noises the farm animals make as she points to them one by one. She names them and young children attempt to repeat her words with increasing clarity. Older children enjoy other activities to promote literacy, such as story and mark making, as they develop their writing skills or sing songs and sound out letter rhymes.

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and outcomes for children

Children's understanding of early mathematical concepts is promoted through activities that are both practical and meaningful to them. For example, younger children are encouraged to point to their eyes or nose and in turn point to the animal pictures and their eyes or noses. Activities such as these assist young children in developing an understanding of matching and sequencing. Positional language, sensitively used by the childminder, enables younger children to develop a greater understanding as they construct puzzles or sort and match their toy cars.

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and outcomes for children

The childminder ensures there is an appropriate balance of adult- and child- initiated learning. She readily responds to spontaneous events; for example, older children become fascinated when they find a caterpillar in the garden; they work cooperatively to make a house for it in a box, search the garden and consult each other as to suitable food and spend some time observing before carefully returning it to 'its home' later in the day. Building upon interests outdoors, organised games to 'hunt for the mini beasts' in the soil or sand tray in the garden are undertaken; the childminder hides small plastic models of the mini beasts for the children to find and they can examine these at their leisure without fear of damaging the tiny creatures. A developing understanding and caring for the environment is further fostered as children grow flowers from seeds, or small tomato plants with the childminder. They take turns in caring for the plants as they work together.

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and outcomes for children

The safety and well-being of young children is promoted well as they learn about safe practices; for example, how to move around the space or to carefully climb on and off their chairs. The childminder places great importance upon children developing good habits from an early age to promote strong bodies and healthy teeth. Meals times, therefore, are happy and healthy social occasions, with balanced meals served and accompanied by drinks of either water or milk. 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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