Murphy, Melissa Kate Wilcox

Inspection report for early years provision

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Unique reference number EY400277 Inspection date 26/04/2010 Inspector Gillian Sutherland

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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 has been registered since 2009. She lives with her husband and two children aged three and eight years old in Bromborough, an area on the Wirral, Merseyside. The whole of the house may be used for childminding with the exception of the main bedroom. There is a secure and fully enclosed outdoor play area. The childminder has a rabbit as the family pet.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years old at any one time. There are currently three children on roll. The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She walks or drives to collect children from school or to take them to the local library, toddler groups and places of interest. 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 are cared for in a very safe and relaxed environment and are making good progress in their learning and development. The childminder maintains good and effective relationships with parents and has begun to develop similar working partnerships with other Early Years Foundation Stage providers. She is developing her knowledge of the Early Years Foundation Stage, plans a varied range of stimulating and challenging activities which meet the individual needs of the children and she has begun to record their progress. The childminder is able to identify her strengths in her childcare practices and has also begun to explore ways of identifying areas for improvement within her setting.

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further?

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

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further?

 develop further the systems for observing children's progress and use these assessments to plan future activities and experiences that support children's progress towards the early learning goals.

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the early years provision

The childminder has a good knowledge of her safeguarding policy and the procedures to follow should she have any concerns about a child in her care. She has accessible contact details for the Local Safeguarding Children Board and other appropriate agencies she may need to contact. Prior to care commencing a copy of these and her other policies are made available to parents, ensuring they are aware of her responsibilities regarding child protection. Children play in safety through the comprehensive risk assessments for the indoors, outdoors and all This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 outings undertaken by the childminder. She ensures the premises are suitable and safe for the children on arrival each day, as she minimises all potential hazards, preventing unnecessary accidents. For example, she keeps the main door locked with the keys inaccessible to the children, preventing them leaving the premises

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the early years provision

The childminder ensures that children can freely access the toys and resources of their choice, plus they have many opportunities to participate in a varied range of supervised activities. Evidence of this is reflected in their personal learning journals. In this inclusive environment the childminder helps children to value different aspects of their own and other people's lives through discussion, activities and a range of resources that reflect positive images of the diverse needs not only of people in their local community but also those in the wider world. The childminder has a written equal opportunities policy which is fully implemented, and the toys and resources are available to all; there is no gender bias.

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the early years provision

An effective partnership with parents is established, and the childminder has already received very positive written feedback about the care provided. In line with the Early Years Foundation Stage requirements, the childminder completes observations of the children participating in a varied range of activities, and has begun to record these in the children’s learning journey booklets. Observations are supplemented with the use of pictorial evidence and are used to plan future activities for each child as their next steps in their learning are identified. Parents have access to their child’s learning journey at any time and a daily diary for each child is used to inform parents of the activities they have participated in and how their individual needs have been met. The caring childminder is committed to improving the overall quality of care she provides for children by attending the required training and additional training to keep herself updated of any changes in

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and outcomes for children

Children are very relaxed and settled in the care of the childminder and spend their time engaged in age-appropriate and varied activities. The childminder enjoys supporting children’s development as they play and learn. Resources are plentiful and meet the needs of the children in the different age groups and the childminder uses the local toy library to provide additional resources as and when required. The childminder makes good use of the outdoor toys and resources which are accessible to the children in both the grassed and paved areas of the rear garden. For example, the children have a play house which they develop into different role- play settings. It is currently being used as a café and here children learn to play together as they devise their ‘own menus’ and prepare their pretend meals and snacks. The childminder's in-depth knowledge and understanding of the children’s individual needs ensures that she is able to help the children develop to the best of

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and outcomes for children

their ability. The areas of the childminder’s home which are accessed by the children are set out in such a way that promotes their learning by the provision of age-appropriate resources which ensure that children are able to make good progress across the six areas of learning. Through play, children develop an This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 understanding of the needs and abilities of other children and people not only from those within their local community but also in the wider world. A laminated ‘welcome poster’ ensures that all children and their families are welcome in the childminder’s home, and resources and planned activities reflect the differing needs of society. Earlier this year children had great fun in their art and craft work as they celebrated the Chinese New Year as part of the planned activity programme. The childminder also ensures that the activity programme includes

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and outcomes for children

many other seasonal and cultural activities. The childminder and children have devised their own house rules and these smaller laminated posters are displayed in the different rooms in the house. Praise and encouragement from the childminder enables children to develop good self-esteem and confidence. She also uses ‘gift certificates’ which children earn through being kind to each other, sharing toys and playing cooperatively together.

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and outcomes for children

Children have many opportunities to develop their creative skills as they access a wide range of materials including paint, glue and dough. Other craft resources included in their creative work include children’s scissors and small cutting tools. Accessing such resources helps develop their fine motor skills. The daily activity programme includes exploring the world outdoors. For example, they go on walks to many local places of interest including the nearby parks and woods where they look at and learn about the world around them. When on such outings the childminder makes them aware of possible dangers and she talks to them about road safety and stranger danger.

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and outcomes for children

Children are made aware of a healthy lifestyle through discussion and participation in physical play outdoors. The outdoor area is a safe place for children to play in and the childminder explained they are going to plant some peas and strawberries, which the children will observe as they grow. Children will enjoy the finished produce as part of their lunch and snack times. There is pictorial evidence on display ensuring children become aware of the benefits of eating ‘5 a day’ fruit and vegetables and how this contributes towards a healthy life style. Children are encouraged to follow good hygiene routines, as they wash their hands at appropriate times during the day, for example, before eating their snacks or lunches or after participating in outdoor or messy-play activities. 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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