Brown, Joanne Marie

Inspection report for early years provision

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Unique reference number EY399292 Inspection date 10/06/2010 Inspector Lisa Parkes

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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 husband and their two children, aged 18 and 11 years, in Nuneaton, Warwickshire. The whole of the ground floor of the childminder's home is used for childminding, and there is a fully enclosed garden for outside play. The family has a dog and a rabbit.

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Description of the childminding

The childminder is registered on the Early Years Register to provide care for a maximum of six children within the early years age range. She is currently minding one child in this age group, plus two children in the later years. The childminder is also registered on both the voluntary and compulsory parts of the Childcare Register. The childminder walks to local schools to take and collect children.

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Description of the childminding

The childminder is a member of the National Childminding Association.

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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. Their individual needs are well-met, as important information is gathered from their parents, enabling the childminder to understand and meet each child’s personal requirements. Children develop strong relationships and are happy and content at the setting. Children are safe and secure and protected through a range of procedures and everyday practices. Although self-evaluation is in its infancy, the childminder demonstrates a very positive attitude towards continuous improvement.

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further?

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

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further?

 extend the use of observations and assessments to ensure they are used systematically to identify the next steps in learning for each child  develop evaluation systems to ensure that the quality of children’s learning, development and care continues to improve.

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the early years provision

The childminder has an accurate, up-to-date understanding of safeguarding children issues and knows what action to take in the event of a safeguarding issue. In addition, she takes effective steps to eliminate risks, for example, risk assessments are routinely conducted and recorded. The childminder helps children to keep themselves safe by using outings as a valuable opportunity to learn about road safety. Children know what is expected of them and demonstrate a clear understanding of how to stay safe. Resources are well-deployed and robust steps are taken to safeguard children, including vetting procedures for all the adults in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the household.

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the early years provision

The childminder is beginning to consider the strengths and weaknesses of her provision and is confident about what she needs to do to improve further. However, self-evaluation is in its early stages and is therefore not as fully promoted as it could be. The environment is safe and well-cared for and the atmosphere is warm and welcoming. Good quality interaction and a simple daily routine helps children to become secure and confident in the setting. The childminder takes well-considered steps to ensure resources and the environment are sustainable and is committed to ensuring that the needs of all children are fully accommodated.

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the early years provision

Resources are good quality, fit for purpose and able to support children's learning and development. For example, toys are age and stage appropriate and capture the children's interests. The childminder is very knowledgeable about the children in her care and highly intuitive of their needs. She is committed to ensuring that the needs of each child are fully accommodated and skilfully adapts her provision to meet the needs of the children who attend. The childminder is focused on helping children to make good progress in their learning and development, and promoting their welfare.

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the early years provision

The childminder actively promotes equality and diversity and provides a secure environment which reflects children's backgrounds. The childminder is effective in ensuring that all children are fully integrated. As a result, children are confident showing good levels of self-esteem and display lovely, affectionate relationships. Partnerships are well-established and the childminder communicates with other providers and partners involved with the children who attend. For example, by maintaining dialogue with practitioners at the local school and with other childminders. This successfully supports children's achievements and well-being.

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the early years provision

The childminder forms strong relationships with children's parents. There is a regular exchange of information and the childminder keeps parents up-to-date about aspects of children's care and progress. The childminder dedicates time to getting to know children and their families, fostering delightful relationships and helping to ensure that children settle quickly and feel comfortable. In addition, the childminder helps parents and carers to support their children’s learning in different ways to promote consistency of care. Children benefit from high levels of supervision and individual attention, and they thrive in the childminder's care.

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and outcomes for children

The childminder’s good knowledge of the learning and development and welfare requirements and guidance promotes children’s learning, social, physical and economic well-being. An interesting and welcoming environment successfully reflects children’s background and the wider community. Secure policies and procedures ensure that children are protected and well-supported. Children's learning is very well-supported through good quality interaction from the childminder, who is skilled at promoting a positive attitude to learning. As a result, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children make good progress. Activities are well-planned and matched to the individual needs and interests of the children who attend. Relationships are strong and children's behaviour is managed well.

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and outcomes for children

Through ongoing observation of children's play, the childminder develops a good understanding of their individual developmental needs and interests. Children's files reflect their progress well and shows that they are involved in a wide range of interesting and stimulating play opportunities. Whilst the childminder is growing in confidence in matching her observations to the aspects of learning and development in the Early Years Foundation Stage, these observations are not always used as effectively as they could be to identify the next steps in learning for individual children. Nevertheless, the childminder is knowledgeable about children's individual learning needs and intends to enhance her observation, assessment and planning cycle to overcome this weakness.

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and outcomes for children

The childminder implements a simple, daily routine which fully incorporates children's personal care needs. The setting is warm and inviting, with an inclusive atmosphere. The childminder is skilled at creating fun learning opportunities and at enhancing children's skills. In return, children display a strong sense of belonging and respond really well to her approach. Children are constantly engaged and interested in the activities on offer. They take pleasure playing outdoors in the childminder's garden, potting flowers and playing with the pet dog and rabbit. Children happily use the slide, ride the trike and go-kart and kick the football. They sit on the grass on a blanket, looking at insects such as ladybirds. Children show an interest in books and they listen to stories, look at the pictures and talk about what they see.

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and outcomes for children

Children are creative and like drawing pictures and using crayons. Messy play is popular and children have fun as they make hand and footprints in the paint. Artwork adorns the walls and children are proud of their achievements. Children develop problem solving skills as they complete puzzles and build with construction toys. They transform the giant toy box into playhouse and have fun as they hide from the childminder. Children adore making cakes; mixing the ingredients, licking the bowl and observing changes. Trips to the local soft play centre are popular and children test their physical skills as they use the large play apparatus. Young children attend fun sessions at the local playgroup, where they experiment with the sand and make new friends.

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and outcomes for children

Children regularly come across new and interesting challenges and learning is lots of fun. They are very settled and willingly take part in activities. Children's behaviour is good and they show a lovely awareness of responsibility within the setting. For example, by putting on their own clothes and tidying away their toys. Children display a strong sense of belonging. They are confident, settle well and develop positive relationships. Children develop a good understanding of the wider world and are very well-equipped with the skills they need in order to secure future learning. They display a positive approach to learning, are motivated and actively explore their surroundings with curiosity and interest. The childminder is dedicated to her role and children thoroughly enjoy their time at the provision. 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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