Banyard, Andrea Louise

Inspection report for early years provision

p.1

Unique reference number EY398922 Inspection date 20/05/2010 Inspector Sheena Gibson

p.1

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.

p.1

Royal Exchange Buildings St Ann's Square Manchester M2 7LA

p.2

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2009. She lives with her husband and two children aged eleven years and one year in Spondon, a suburb of Derby. Access is via a step up to the front door. The whole of the ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The family has two dogs.

p.4

Description of the childminding

The childminder is registered by Ofsted on the Early Years Register, the compulsory and voluntary parts of the Childcare Register. She is registered to care for five children under the age of eight years at any one time when minding alone and seven children under eight years when minding with an assistant. Currently there are five children on roll of who three are in the early years age group. Children attend for a variety of sessions. The childminder is a member of the National Childminding Association.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children's needs are met well within an inclusive environment. The childminder knows them well and uses this knowledge to ensure that they make good progress in their learning. Children are safe and secure within the home environment and when out in the local community due to positive steps taken by the childminder. Partnerships with parents are good and benefit children's welfare and developmental progress, although relationships are less well-developed in the wider context. Documentation that is in place to support practice is detailed and well-written. Systems for evaluating practice are in the developmental stages and are beginning to be used to bring about effective future improvement in order to support the overall outcomes for children.

p.4

further?

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

p.4

further?

 develop links with other providers who are involved with children's care and learning in order to provide a consistent learning experience for children  develop a culture of self-evaluation that includes the views of parents who use the provision, using the information to support continuous improvement.

p.4

the early years provision

Children are effectively safeguarded. The childminder has a sound understanding about matters that may affect children's safety and welfare. For example, she is aware that all people who have unsupervised access to children should be appropriately checked. She has a good understanding about safeguarding children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 from abuse and the steps to take if she has a concern. There are detailed risk assessments that cover all aspects of the indoor and outdoor area of the home; outings are also risk assessed and practical precautions are taken to ensure children's safety when out in the community. The childminder has a positive attitude to her role. She has completed the required training courses and hopes to undertake further training in order to improve her knowledge and skills. She has begun to evaluate her practice through, for example, starting to complete the

p.4

the early years provision

Ofsted self-evaluation form, although this is in the early stages and is not yet fully effective in helping to promote continuous improvement and the childminder is not yet formally seeking parents views as part of her evaluation process.

p.5

the early years provision

The childminder has put in place a comprehensive range of documentation, policies and procedures that support her care of children. These are well-written and shared with parents so that they are aware of factors that potentially impact upon their children. The childminder speaks to the parents on a daily basis and also shares information in a daily written record that helps to promote consistency for children's care and learning. There is a complaints policy that explains to parents what to do if they have a concern and it includes the regulator's contact details. Whilst the childminder is aware that some children also attend other settings, she has not yet developed effective relationships in the wider context in order to ensure there is regular, meaningful communication relating to children's learning and development.

p.5

the early years provision

The childminder manages resources effectively. The environment is organised well to offer children a safe space in which to play and learn. She capably shares her time between all children so that they get some individual time with her and uses her assistant to support her if required. The resources are well organised so that children are able to play happily, eat comfortably and rest peacefully, promoting their welfare and learning successfully. She promotes equality and diversity well and is, therefore, able to effectively meet their needs and ensure that they progress at an appropriate level and rate. Children successfully learn about diversity through available toys and activities that help them to value and respect everyone, resulting in good citizenship.

p.5

and outcomes for children

The childminder has a clear understanding about the Early Years Foundation Stage learning and development requirements and therefore children make sound progress. She competently supports children's learning in a variety of ways. She interacts well with the children, sitting at their level, to encourage and extend their play. She uses open questions to promote language development and challenge their thinking, encouraging them to reflect on their own experiences. The childminder knows the children very well and understands their interests. She undertakes valuable observations and uses the information gained to organise activities that she knows will support their learning effectively, thus promoting their progress. The learning environment helps to stimulate and interest the children, effectively supporting active learning. The toys and activities are spread throughout the different areas of the home offering a free-flow system that

p.5

and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children enjoy exploring.

p.6

and outcomes for children

Children enjoy their time with the childminder and are keen to learn. They are confident and like to take the initiative in their play, instructing the childminder that she is the shopkeeper in their imaginative game about visiting the shops. Easily working out how to use the electronic till children continue to complete the 'transactions' for the various items. Some early years children are very capable and able to, for example, count to ten. They enjoy looking at the number posters and identifying the different numbers as they count. On a warm day they like to play in the garden with the various pieces of play equipment such as the tunnel, slide and wheeled toys. A favourite is the sand tray and children are fascinated as they watch the sand wheel move and then stop as the sand is poured through; they also like to see their fingers slowly emerge after being buried in the sand. Children enjoy bringing their personal experiences into their learning and for example, when

p.6

and outcomes for children

one of the children was going on a trip to India to see family members the childminder obtained books from the library that they looked at together, they talked about going on a plane, what would happen at airport and the child's parents provided photos of the relatives. Children successfully learn about diversity and differences through available resources and activities that help them to value and respect everyone.

p.6

and outcomes for children

Children are able to feel safe within the setting both because of the steps that the childminder takes and also because the childminder helps them to understand about keeping themselves safe. For example, during a game where the children were using the play cooker a child pretended to burn his finger and so the childminder talked to him about safety in the kitchen. The children also made 'lollipop' road crossing signs and talked about road safety. Younger early years children are reassured by the childminder and demonstrate this through smiling and enjoying a cuddle. The childminder reinforces positive behaviour and talks to the children about good manners, right from wrong, the importance of sharing and being nice to each other. She works closely with parents to ensure that there is consistency in methods used to support children's behaviour. The childminder takes positive steps to minimise the risk of cross-infection. Her home is clean and

p.6

and outcomes for children

tidy; the health and safety policy details effective strategies to protect children from the risk of germs spreading, thus protecting children. The toys and resources that children use are clean and in good order. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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 3 The effectiveness of the setting’s engagement with parents and carers

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.8