Bennett, Charlotte

Inspection report for early years provision

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Unique reference number EY250310 Inspection date 13/07/2010 Inspector Heather Tanswell

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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 registered in 2002. She lives with her three school-aged children in a residential estate close to the centre of Helston, in Cornwall. The whole of the ground floor of the home is used for childminding. The upstairs is used for rest only. There is a fully enclosed garden for outside play. One step provides access to the premises.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. She also offers care to children aged over five years to 11 years. The provision is registered by Ofsted on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

There are currently five children attending who are within the early years age range. They live locally and one also attends a local pre-school. The childminder takes and collects children from local schools and pre-schools.

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Description of the childminding

The childminder holds a BTEC National Diploma in Nursery Nursing. She is a member of the National Childminding Association and receives support from Cornwall Council's Children, schools and families directorate through the Helston Children's Centre.

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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

The childminder has a very good knowledge and understanding of children's needs enabling her to successfully meet their welfare requirements and help them make exceptional progress in learning and development. The excellent relationships established with parents and other early years settings ensure that targets set for development put the children's needs first and assure consistency and continuity of care. The childminder reflects accurately on her daily practice and looks for ways to bring about improvements that promote children's sense of enjoyment in their play and skills for the future.

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further?

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

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further?

 maintain a record of when checks on aspects of the environment identified in risk assessments are carried out and reviewed  help children learn about the food chain and planting, growing, gathering, preparing and using different foods. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder maintains and shares with parents all the required policies and procedures to safeguard children from harm and promote their welfare and safety. All adults in the home are vetted and visitors' identity checked to make sure children encounter suitable persons. Standards of cleanliness and maintenance throughout the home are very good. Detailed risk assessments help minimise risks to children, however, they do not include information about when checks on identified hazards were carried out or reviewed.

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the early years provision

Planning starts with the child. Understanding of children's current interests, for example what toys they like best, underpins short term planning and the provision of good quality resources to facilitate play and exploration. Visits to the local Children’s Centre and toy library provide the childminder with ideas for activities and widens the range of resources readily available to support indoor and outdoor play. For example, a sensory tent with lights, torches, mirrors, an activity cube, and garden size noughts and crosses all provide children with new, exciting and challenging experiences. Evaluation of what has previously gone well and what could be done to bring about improvement is fully embedded in the childminder's practice to ensure continuous improvement.

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the early years provision

The childminder promotes equal opportunities by providing a wide range of toys and images that show positive images and by planning activities that encourage children to respect one another. Excellent partnerships established by the childminder with parents and key workers in other provisions who share care and learning responsibility support children's development and progress toward the five outcomes of the Every Child Matters and the early learning goals highly successfully. 'This is me' records, daily diaries, learning journeys and meetings celebrate children's significant achievements and ensure children receive all the support they need to take their next steps.

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and outcomes for children

Children receive warm, responsive care that ensures they are more likely to feel safe, secure and valued. The childminder is well qualified and secure in her ability to deliver the Early Years Foundation Stage. Children's learning and development in an inclusive environment enables all children to make excellent progress according to their starting points. Long and medium term plans show how the childminder will cover all six areas of learning through seasonal topics and cultural events in the minding home and on outings to local places of interest, such as National Trust gardens, parks and Children's Centres. Children become active learners, enjoy fresh air, gain confidence when meeting others and taking part in new experiences, and develop a positive sense of well-being.

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and outcomes for children

Children's ability to communicate flourishes as they ask questions and the childminder skilfully encourages children to think through problems for themselves This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and come up with an answer. Through sustained conversations in role play, children learn a wide range of skills in a relaxed manner. As they play with dolls they find out when, where and how to keep themselves safe and healthy as they put on sun cream to protect from the harmful rays of the sun, to have a cup each to prevent cross infection, and how to make a sandwich filled with their favourite foods. The childminder has not included activities such as planting and growing food to encourage children to learn about the food chain in her plans to encourage healthy eating.

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and outcomes for children

Children develop mathematical awareness through stories such as 'The Very Hungry Caterpillar', which enables them to begin to count, sequence and remember what comes next in favourite books. Children explore real-life problems such as which size doll will sit on which potty without falling off. Beneficial games such as these also encourage children to enjoy care routines such as potty training, which means children develop new skills promptly, with great pride in their achievements.

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and outcomes for children

The childminder makes sure all ages and abilities are included when she initiates and takes part in activities. For example, an older child asked to match and sort specific items for the shopping bag joins a toddler fascinated by carrying and filling bags with toys the childminder names for her. As a result, children enjoy and benefit from play with one another, make friends and learn through shared experiences. The interactions with the childminder, other children and access to very good quality resources all add up to create a stimulating environment in which children thrive. 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 1 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 1 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 1 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 1 The extent to which children develop skills for the future 1

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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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