Harris, Natalie Louise

Inspection report for early years provision

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Unique reference number EY403804 Inspection date 20/07/2010 Inspector Esther Darling

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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 assesses 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 2010. She lives on a residential road in the village of Collingham near Newark, Nottinghamshire with her husband and two children. Their home is within walking distance of the local school, shops and park. The house is accessed via a small step up to the front door. The family has one small dog, three cats and two chickens as pets. Minded children use the ground floor of the house, with access to toilets and hand washing facilities on this level. There is a large kitchen/diner and a living room and also an enclosed rear garden which is available for outdoor play. The childminder is registered to care for a maximum of four children under the age of eight years at any one time, of whom no more than two may be in the early years age group. The childminder is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. She 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 satisfactory.

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The overall effectiveness of the early years provision

Children are supported because the childminder gets to know them well and provides a welcoming and stimulating environment where they feel valued. Children make satisfactory progress in their learning, and the childminder works in partnership with parents, ensuring that children's welfare needs are met and there is some support for their learning. Strategies are in place to safeguard children. The childminder efficiently maintains records, policies and procedures which support the day-to-day running of her business. She has evaluated the quality of the service she provides by making some improvements and has recognised her strengths and some areas in need of improvement to benefit children and their families.

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further?

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

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further?

 develop further opportunities and resources to help children understand that people have different needs, views, cultures and beliefs that need to be treated with respect  ensure that observational assessment takes into account children's starting points and informs planning for each child’s continuing development through play-based activities and link this to the areas of learning  develop further a culture of reflective practice and self-evaluation to identify the setting's strengths and priorities for improvement that will improve the quality of provision for all children  work together with other practitioners to share information and involve them more closely in children's continuous learning and development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are safeguarded from the risk of abuse or neglect as all members of the household have had the required checks to ensure their suitability. The childminder has a sound understanding of her responsibilities to protect children from abuse and what procedures must be followed if she were to have concerns about their welfare. Children are protected in the home and on outings because the childminder has recorded a risk assessment which works very well in practice, thus identifying hazards, both in the long-term and on a daily basis. Areas used by the children are sufficiently well maintained, attractive and comfortable. Cross-infection is minimised by written systems, including the storage and preparation of food. The childminder is sensitive to children's needs and offers comfort if they are unwell. All of the required records are kept and the childminder has written policies and procedures that are shared with parents and serve to provide an inclusive

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the early years provision

service. The childminder takes some steps to introduce children to the differences in society through a small range of resources, such as books and dolls depicting different races, although this is somewhat limited. She offers play opportunities which enable children to challenge gender stereotypes.

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the early years provision

The ground floor of the childminder's home is arranged in a manner that is conducive to the practicalities of caring for children. Toys and resources are organised so children can help themselves. For example, the dressing up clothes, dolls and role play toys are stored in a way which enables children to make independent choices about their play. A notice board on view to parents in the kitchen gives immediate information regarding the terms of the childminder's registration. The childminder has a basic understanding of the Early Years Foundation Stage. She has recently started to make written evaluative observations of individual children in order to begin to assess their progress and identify some of their next steps in learning. Children enjoy appropriately interesting and challenging play activities based on practical and first-hand experiences. Some of these are pre-planned, although these written plans do not

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the early years provision

yet identify specific areas of learning for each individual child or consistently take into account their starting points. Positive relationships are established with parents, and information about children's care and what they have been doing are shared each day. The childminder has not yet considered how to ensure continuity by sharing relevant information with all parties involved in the care of children.

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the early years provision

The childminder has only recently begun to evaluate her practice and think about what action would enhance children's experiences. These include continuing to adapt the system for observing the children and written plans of activities to ensure that all six areas of learning are covered and individualised learning is offered; also to build on opportunities for children to learn about and value the differences in society. The childminder seeks advice from the local authority and has made some improvements, such as providing a greater range of toys and equipment. This demonstrates a satisfactory capacity to improve her service. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children make satisfactory progress in their learning and development overall and good progress in their personal, social and emotional development. The childminder ensures that she gets to know the children and their families so that their needs are met, ensuring children are well cared for. Children show a growing sense of belonging and take an interest in their surroundings while interacting with the childminder and other children. They settle quickly and are learning valuable self-help skills that prepare them for the transition to school. Children engage in activities that they enjoy because the childminder finds out what excites and interests them, such as playing with home made play dough, experimenting with different tools to make indentations. The childminder talks to children while they are playing to help extend their language and communication skills. Children concentrate well at their chosen task and are absorbed in exploring the texture of

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and outcomes for children

the dough, using their small hand skills to do so. The childminder offers good support to children and this is often on a one-to-one basis, thus fostering their self-esteem.

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and outcomes for children

Children develop their early literacy skills when they present a book of their choice to the childminder, who holds them close while reading to them. She asks relevant questions to prompt their learning regarding familiar shapes in the book and this supports their mathematical development. The rear garden is used as a resource for discovery when children play in the water tray. Children play imaginatively with the small world equipment, linking together the magnetic vehicles and asking the childminder about the contents of the new doll's house. Overall, the scope of activities indoors and outdoors provide children with a satisfactory range of experiences across the six areas of learning.

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and outcomes for children

Children enjoy a banana, an apple and milk for their snack after washing their hands and this helps them to develop good habits to support their health and well- being. They are protected from the spread of infection by using separate flannels. Children are well-behaved and show an interest in other children, playing tolerantly alongside each other. They have developed a close relationship with the childminder, who is kind and caring. She is a good role model and is clear with children about what is expected of them. Even though children's experience of diversity is not wide, the childminders' conduct furnishes them with the empathy to be kind and respectful of other children at the setting. Skills for the future are developed when children play with appropriate toys to foster their knowledge of technology, such as operating a remote control car or child's laptop. 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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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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

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Stage

The quality of the provision in the Early Years Foundation Stage 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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