Simpson Sonia Ann

Inspection report for early years provision

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Unique reference number 221115 Inspection date 19/04/2010 Inspector Claire Jenner

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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 1992. She lives with her husband and daughter aged 16 years in a village in Northampton. The whole of the childminder's house is used for childminding and there is level access to the property. There is a fully enclosed rear garden for outside play. The childminder walks to local schools to take and collect children. She attends the local community groups and parks. The family have a pet dog, tortoises and goldfish.

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Description of the childminding

The childminder is registered to care for six children at any one time, of whom no more than three may be in the early years age range. She is currently minding four children in this age group. She also offers care to children aged over five years to 11 years. All of whom attend on a part-time basis. The provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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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 are happy, settled and confident in the setting and the childminder provides a broad range of activities both within and outside of the home which effectively helps to promote their learning. The childminder ensures all children are valued and included. Partnerships with parents are well established and information obtained from them ensures that children's individual needs are identified and met. The childminder is committed to her work and strives to continually improve the provision for children as she has attended relevant training and has begun to implement systems for self-evaluation.

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further?

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

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further?

 extend systems to make observations and assessments and use these to identify learning priorities and to consistently plan relevant and motivating learning experiences for each child  extend systems for self-evaluation and reflective practice to further identify strengths and priorities for improvement that will continue to improve the quality of provision for children.

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the early years provision

The childminder provides a warm and welcoming family environment. Children's welfare is well supported as the childminder has a good awareness of safeguarding children and how to report any concerns to the appropriate agencies. In addition to this the childminder ensures that any persons that have regular contact with the children are suitable to do so. A thorough safeguarding procedure is in place and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 shared with parents and all necessary records are kept up-to-date and in good order. Children are cared for and play in a safe environment as the childminder carries out frequent safety checks on the premises and equipment. Comprehensive written risk assessments are also appropriately maintained for outings which means that children remain safe when away from the home. Children have good access to a broad range of toys, resources and furniture to meet their needs and

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the early years provision

are able to move freely around the identified play spaces. Children are able to self- select what toys they wish to play with, enabling them to develop their independence and decision-making skills.

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the early years provision

The childminder has developed positive relationships with parents and she provides them with a broad range of policies and procedures helping them to feel confident in her abilities and secure in her practices. An information board displaying key information, such as how to make a complaint and a clear safeguarding procedure ensures parents are provided with a safe and transparent service. Information is shared about the children's care and routines from the onset and updated on a regular basis so helping to ensure children's individual needs continue to be met. Daily verbal feedback at the end of each day ensures parents and carers are kept informed of the daily routine and they have easy access to their child's individual record books, detailing individual observations and assessments. The childminder has experience of caring for children with special educational needs and/or disabilities and ensures all children are well supported in

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the early years provision

the setting. The childminder has developed effective systems to work with other providers who deliver the Early Years Foundation Stage to the children in her care. Thus ensuring that the needs of children are shared with all those who support them, promoting positive outcomes for children.

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the early years provision

The childminder has shown a commitment to improvement as she has successfully addressed recommendations raised at the last inspection improving the outcomes for children. She has begun to reflect upon her practice and identify her own strengths and weaknesses. However, she has yet to establish a clear action plan to demonstrate how she intends to address the areas identified for improvement. Through informal discussion, the childminder can explain how she involves parents, about ways in which she could adapt her service to better meet the needs of the children. The childminder has considered ways to develop her practice further, through attendance at relevant training courses, updating herself on new legislation and guidance and liaising with her local link and support officer.

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and outcomes for children

Children's health and well-being are effectively promoted as the childminder ensures that children take part in routine hygiene procedures and she introduces activities and discussion about the benefits of healthy eating and exercise. Parents provide packed lunches for their children and these are supplemented by a range of healthy snacks and drinks, such as fresh fruit and water by the childminder. The childminder maintains a clean and welcoming family home and the children are comfortable with the routine, know the environment well and have positive relationships with the childminder and her family. As a result, they feel safe and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 secure. The childminder actively encourages children to keep themselves well and safe from harm. For example, by practising fire safety evacuations and talking about road safety when out walking.

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and outcomes for children

Children have good access to a range of play equipment and the childminder actively involves the children in helping to plan activities. As a result, children's individual interests and ideas are reflected in all that they do. The childminder has implemented strategies to enable her to observe children and she records their achievements in individual files. She has begun to identify some next steps for children and utilises some of this information in her future planning. However, systems are not yet sufficiently robust to enable her to consistently and meaningfully use the information she has gathered. As a result, not all children's individual learning needs are consistently well promoted.

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and outcomes for children

Children are happy and confident in the childminder's care and have developed positive relationships with the childminder and their peers. They develop a good understanding of how to behave responsibly through clear and consistent messages provided by the childminder. She praises and encourages positive behaviour and enthusiastically celebrates children's achievements; this helps to promote their self-esteem and confidence. For example, the childminder acknowledges the time and effort needed to make bead jewellery and positively comments as the children proudly wear the items they have made. The childminder organises her home and time effectively to ensure children enjoy a balance of play and learning opportunities both in and outside of the home. For example, they spend time in the morning participating in group games with their peers and look forward to a picnic and outdoor play at the local recreational

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and outcomes for children

ground later in the afternoon. Children's communication develops well as the childminder talks to them during play, shares books or sings familiar songs and rhymes. Children's creativity is actively promoted as they enjoy art and craft activities and they have access to a range of materials both within the home and when attending local community groups. Children play with a variety of resources which reflect their different ages and stages of development and the childminder ensures all children are integrated fully into the setting. For example, the childminder provides equipment such as jigsaws that range in difficulty ensuring younger children can fully participate in the activity whilst older children are sufficiently challenged. Older and younger children play co-operatively and support each other as they play. For example, as they marks and patterns on the play mat, sharing equipment and taking turns whilst enthusiastically singing well known

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and outcomes for children

songs. 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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