Setting

Inspection report for early years provision

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EY153195 Unique Reference Number 04 May 2006 Inspection date Lesley Ormrod Inspector

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Integrated Type of inspection Childminding Type of care

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The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.

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ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

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The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough

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The key inspection judgements and what they mean

For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are satisfactory. the time of the inspection there were no children in receipt of nursery education. Ofsted judges that the provider remains suitable to provide nursery education.

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WHAT SORT OF SETTING IS IT?

The childminder was registered in 2002. She lives with her husband and 3 children aged 14, 6 and 4 in Heysham, Lancashire. The whole of the ground floor and 1 room on the first floor are used for childminding.

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WHAT SORT OF SETTING IS IT?

The childminder is registered to care for a maximum of 4 children at any one time. She is registered to care for a maximum of 6 children at any one time when working with assistants. The childminder is currently minding 3 children under 5 years all day, and 2 children over 5 years after school. She walks or drives to local schools to take and collect children. The childminder attends the local parent-toddler group. The family has 3 cats and 6 rabbits.

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WHAT SORT OF SETTING IS IT?

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. The childminder supports children with special educational needs. She is an accredited member of the Bay Childminding Network, although currently there are no children on roll in receipt of funded nursery education. The childminder is a member of the National Childminding Association. She holds a recognised early years qualification.

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Helping children to be healthy

The provision is good. Children's health care needs are known in good detail, as the childminder fully discusses these with parents, and records all information on the individual forms. Their health and medical needs are met very well through the detailed discussions at handovers with parents. Children's need to receive first aid or medication is competently met, as the childminder has very good recording systems and holds a valid first aid certificate. Their specific health needs are managed very carefully with parents, such as working together to identify any triggers for allergic reactions. The arrangements for children's health care and sickness are shared with parents through the good written policies. Children are developing good personal care routines through the strong emphasis placed on promoting their skills, such as hand-washing. Younger children accurately explain how to wash their hands thoroughly. They know how to dry the backs of

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Helping children to be healthy

their hands to prevent soreness. Their understanding of how good personal care routines protect them from harmful germs is consistently promoted. Babies receive good personal care, as the childminder follows appropriate hygiene procedures. Children are cared for in an environment that is kept clean and fresh, with table surfaces wiped regularly before snacks or lunch.

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Helping children to be healthy

Children enjoy nutritious snacks and meals as the childminder places a strong emphasis on promoting their understanding of eating healthily and making healthy choices. They actively participate in the decision making about what to have for lunch. Children are fully involved in the preparation of their snacks and lunches. Their understanding of eating healthily is promoted as they discuss the food items and make their choices. They enjoy grapes, apples, and toast, with drinks of water, milk or cordials for their snacks. Children eagerly eat up their home-cooked lunches. They decide how much cheese to add as a topping for their meal of pasta, ham and salsa. Babies are encouraged to finger feed to help their teething. They munch happily on juicy cucumber chunks. Information about children's food choices is shared fully with parents through sample menus and daily diary notes. Their special dietary needs are discussed in detail with

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Helping children to be healthy

parents, with good attention paid to the monitoring of 'e' numbers in the food items offered. The arrangements for children's mealtimes are not sufficiently thought through to prevent access by the family's pets to children's food set out on the table.

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Helping children to be healthy

Children have regular opportunities to be active, as the childminder has good planning in place for their physical development. They enjoy their daily walks to school, explore their local environment, and visit the nearby beach. Children are taken to a variety of local playgrounds and parks to use the large apparatus and play equipment. They enjoy being active in the soft play area at their local parent-toddler playgroup. Children have very good opportunities to participate in music and movement activities as they join the Jo-Jingles session each week. They talk excitedly about becoming a rocket and flying into space. On wet days children learn how to carry out simple physical exercises to taped music or play hopscotch. Their understanding

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Helping children to be healthy

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. of how being active promotes their good health is promoted by the childminder. They discuss how they feel out of breath after exercise, and role play; listening to their hearts as doctors and nurses.

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Protecting children from harm or neglect and helping them stay safe

The provision is outstanding. Children move confidently and freely around the ground floor as the childminder has given very good thought to planning their safe access to the premises. They settle quietly in the lounge to complete their choice of jigsaws, enjoy messy play at the kitchen table and set out their large floor activities in the conservatory. Their safe care is promoted through very good risk assessing procedures, such as what needs to be done in the rear garden before the use of this restarts. Children readily make their choices of resources and equipment for their play ideas as the childminder has given good thought to setting out safe, accessible storage in the various play areas. They confidently get out their choice of building sets from the chests or choose a book to read from the book display area. Children have safe access to a very good range of resources and equipment, with planned rotation of items to promote their interest and

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Protecting children from harm or neglect and helping them stay safe

motivation to play. They eagerly look forward to using the additional resources, such as the Rainbow Fish, as the childminder makes good use of the loan services of the library and Lancaster Resource Centre for themed activities. Their understanding of how tidying up keeps them safe is consistently promoted.

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Protecting children from harm or neglect and helping them stay safe

Children's safe play is promoted through the very good application of the childminder's written health and safety procedures, which are shared fully with parents. The arrangements for children's safety are assessed as being of high quality in the external assessments made by the Bay Childminding Network coordinators. Their safe play skills are consistently fostered as the childminder gives time to discuss how to play safely. They know that they walk, and do not run in the house, or they might trip up. Children's safety in the event of an emergency is given very good thought, as they participate in regular emergency evacuations. They learn what to do when the alarm sounds. Children find out what the fire officers do to keep them safe in an emergency. They are taught good road safety skills, as they walk up and down to school. Children know that they stay with the childminder to be safe, and understand why roads are

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Protecting children from harm or neglect and helping them stay safe

Children are protected as the childminder has a very good knowledge of child protection procedures, understands what to be aware of, and knows how to make a referral. The arrangements for the protection of children are discussed fully with parents, who receive a copy of the childminder's procedures. Children's understanding of how to protect themselves is consistently fostered through the childminder's very good approach to raising their awareness of staying safe. They know that they stay close to, and within site of, the childminder at all times when out and about. Children learn how to know the difference between greeting a neighbour with the childminder and talking to strangers. Older children have carefully managed discussion times that raise their awareness of situations, such as stranger-danger.

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Protecting children from harm or neglect and helping them stay safe

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.

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Helping children achieve well and enjoy what they do

The provision is outstanding. Children's free play skills are actively encouraged, as the childminder skilfully interacts and extends their knowledge and understanding from the play choices that they make. Younger children are stimulated and highly motivated as they thoroughly enjoy their play. Their learning and development is promoted through the very effective use of discussion and questioning skills by the childminder. Children's developmental learning experiences are competently planned through the use of themes and topics, such as farm animals or Spring time. They participate in a wide range of activities, such as art and craft, painting, music, and enjoying books. Information about what children can do is collected from their parents at admission, by completing the 'All about Me' booklet. Younger children's development is carefully observed and assessed using the Birth to three matters framework resource materials. Their next steps to achieve are skilfully

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Helping children achieve well and enjoy what they do

identified through observing their play and interests and matching these to the developmental stage description in the resource materials. Babies' developmental progress is ably encouraged through offering a wide variety of opportunities for their free exploratory play. They feel and explore the fabric ladybird toy book as they cuddle up for a story. Babies actively manipulate the sound-makers and repeat their actions as they delightedly listen to the sounds. They crawl along the Funky Footsteps and discover how to make sounds with their feet and hands.

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Helping children achieve well and enjoy what they do

Children make very good developmental progress, as the childminder is particularly skilled in actively encouraging their language and thinking skills to communicate their ideas and describe what they know. As they excitedly tell the childminder there is a plane flying above, they are encouraged to think about what else flies in the sky. They are consistently encouraged to develop their use of new vocabulary. Children aged 2-years-old are confident to express themselves with a developing use of sentences. They describe their play-dough models as a 'Wendy with a head on'. Their recall skills are fostered as they are consistently encouraged to remember enjoyable experiences. They can recall what they did at the beach last week, such as finding shells. They remember the new vocabulary they learnt in an activity about caterpillars as they tell their parents about the sleep cocoon and a butterfly coming out. Younger children

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Helping children achieve well and enjoy what they do

are consistently encouraged to develop their use of early mathematical skills as they play. They use the language of size as they chat about the big balls they have made with the play-dough. They work out how to position the stacking beakers to make a really tall tower. Younger children can accurately count the number of Wendy figures that they have pressed out in the play-dough. Their problem-solving skills are good as the childminder encourages them to think about how they can carry the stacking beakers safely. They confidently name colours and decide to make a red car as well as a blue one. They construct eagerly and develop their ideas with the small world sets, such as the garages, vehicles and play people. Younger children confidently make decisions about their play as they decide which jigsaw to do. They persist at their play for good periods as they eagerly develop their ideas.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is satisfactory, as there are no children receiving nursery education presently on roll. Children aged 3-years-old received nursery education from September 2004 to June 2005. The quality of the provision for children receiving nursery education is judged from considering the available documentation for curriculum planning, and

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Helping children achieve well and enjoy what they do

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. records of observing, assessing and recording children's progress. Children who receive nursery education are taught by a childminder, who actively promotes their learning through her very effective teaching strategies. Their expressive language and thinking skills are consistently extended through the use of highly effective questioning skills. They are encouraged to use their recall skills throughout activities and routines. Children access a well-planned curriculum that is enriched through the childminder's extensive research of topic content and collation of resources. Their learning is promoted through very good long-term and medium-term planning that is based on stimulating themes and topics for the year. Children participate in focussed

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Helping children achieve well and enjoy what they do

activity work that is well balanced with free play opportunities throughout the sessions. Their learning is extended through the good use of teaching resources. They learn to identify the months, days of the week, and weather types through the use of pictures that include text and multicultural images. The precise identification of what each child needs to learn next, inclusive of learning intentions, key vocabulary, and differentiated expectations of their learning, is not yet clearly identifiable in the short term planning from the assessment information. They access a curriculum that is closely monitored to ensure coverage of all aspects of the areas of learning to promote their good progress towards the early learning goals. Their learning is carefully assessed against the stepping stones and early learning goals. Observations of their learning have been recorded through the use of the significant comments sheets. Children's folders

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Helping children achieve well and enjoy what they do

contain examples of their good achievements, such as paintings, drawings, cutting-out skills and creative art examples. The recording of their achievements includes good photographic evidence, although not all of this is annotated to clearly identify what each child has learnt.

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Helping children achieve well and enjoy what they do

Children's progress in acquiring mathematical skills is consistently encouraged through the childminder's successful teaching strategies. They are encouraged to count in many situations and extend their understanding of number concepts in focussed work. Their understanding of using calculating and problem solving skills is actively encouraged in play and focussed activities. They can recognise some numerals, and count confidently to 10. Children can name basic shapes and complete complex jigsaws using their shape identification skills. Their writing skills are good as they are given many opportunities to make marks and form recognisable letters. They can write their names with all letters recognisable. Children enjoy reading their favourite books on National Book Day. They eagerly make up a story sack for the story of 'Engine, Engine.' They use their good language skills to ascribe meaning to their drawings. Children describe the

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Helping children achieve well and enjoy what they do

subject of their drawing as a butterfly fluttering high up in the sky. They make good use of reference books to support their experiences. Children are fascinated by their hands-on experience of spinning fleece into wool and use the reference book about wool to find out more.

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Helping children achieve well and enjoy what they do

They have good opportunities to develop their use of technology resources. Children learn to coordinate the use of the mouse with what happens on the screen, as they use the laptop computer. They use the internet, with the childminder's support, to find and create their own designs for reward certificates. Their design skills are good as they construct complex structures with differently shaped building blocks. Children explore textures and the changing properties of materials through activities, such as making bread. They have good free drawing and painting skills, and describe enthusiastically what their imaginative ideas are. Children draw recognisable self portraits, with many facial features in place. They develop their imaginative play through good facilitation of their role play. Children pretend to visit outer space as they develop their

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Helping children achieve well and enjoy what they do

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. ideas with cardboard boxes. They run a café with their design of menus using cut-out pictures. Children persist at their play for good periods of time. They intently concentrate as they make the bread. They learn to care for others and be a valued part of their community. Children make cakes for the local school's fair and hold a pyjama day in aid of comic relief. Children develop good self-esteem as their achievements are celebrated with the awarding of certificates, such as for excellent work in the disco.

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Helping children make a positive contribution

The provision is good. Children's individual needs are known in detail, and competently met through the good, detailed recording of information from parents. Their strong relationships with the childminder promote their self esteem. Children settle confidently as their parents leave, and they enthusiastically go to play. They play equally without bias as the childminder has resourced areas with good thought to promoting non-discriminatory play. The good arrangements to promote children's awareness of equality are shared with parents in the written policy. Children are consistently encouraged to show care and concern for each other as they play together. They give each other spontaneous cuddles. Younger children understand why babies might want to reach out for their play items. They share the fun of building towers and knocking them down together. Children have good opportunities to develop their awareness of diversity as they participate

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Helping children make a positive contribution

in well-planned activities. They find out about celebrating Chinese New Year, and enjoy taking part in Christmas activities. Children are fascinated as they discover which animal their birth year relates to in Chinese culture. This positive approach fosters children's spiritual, moral, social and cultural development.

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Helping children make a positive contribution

Children with a possible special educational need or disability are given appropriate support as the childminder has a good knowledge of special educational needs. All children's development is sensitively monitored in full consultation with their parents. Children's behaviour is managed competently, with good regard for their ages and levels of maturity. Their understanding of good behaviour is consistently fostered as they are guided in understanding why some behaviours are not desired. They know that they sit at the table to eat their lunches and do not run around when eating. Their achievements are celebrated and their work is displayed around the walls. The arrangements to manage children's behaviour are shared in detail with their parents through the written policy.

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Helping children make a positive contribution

The continuity of care for children is strongly promoted through the time given by both the childminder and parents to share detailed information at the daily handovers. Very good quality written information about children's daily experiences, activities and achievements is additionally provided to parents in the home diaries. They proudly collect their work, such as the rainbow fish mobiles to take home when their parents arrive. The good arrangements for children's care are fully shared with parents through their own copies of the policies and procedures, and discussing the comprehensive file of information about the provision. The quality of the childcare for children is praised by their parents, who value the commitment, affection and care given to their children. The arrangements for children's care do not include sufficient information given to parents about how concerns or complaints will be responded to, or how information

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Helping children make a positive contribution

in the complaints record will be shared. The parent partnership is good, as the progress of

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Helping children make a positive contribution

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. children receiving nursery education is regularly reported to parents in written reports and weekly discussion meetings. Children's achievements and assessment records are discussed on a weekly basis, with parental information about their children collected and used to inform the planning. Children's learning is promoted through the very good home-link arrangements. The good curriculum planning for children's learning is discussed in detail with parents, who receive their own copies of the paperwork.

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Organisation

The organisation is good. Children are given good quality care, as the childminder gives careful thought to the use of her space and resources to promote their play and development. Their care arrangements include full information given to parents about the checks made to ensure that all persons who have access to children are suitable to do so. Children thrive in the setting, as the childminder has extended her expertise by gaining a level 3 qualification and accesses an extensive range of training. The leadership and management are good. Children make sound progress because of a well-planned curriculum and effective teaching skills. The quality of children's learning is monitored by the network coordinator's assessments of the quality of teaching. The strengths and weaknesses of the provision for children are regularly assessed by the childminder, in consultation with the network coordinator when available. Most of the arrangements for the

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Organisation

provision of childcare are organised to a high standard, except that the management of the family's pets does not always promote good health care for children. The documentation about each child's care and developmental records is fully in place, and exceptionally well collated in their individual records.

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Organisation

Overall the provision meets the needs of the children who attend.

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Improvements since the last inspection

The last inspection set an action for the childminder to ensure that all necessary details and records for any assistant are in place. The childminder was also asked to have regard to recommendations to ensure that all entries in the medication book are signed by parents; that the arrival and departure times are recorded for each child on a daily basis; that the public liability insurance is valid at all times; and to update the written complaints policy.

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Improvements since the last inspection

The provision for children has been improved as all necessary information about assistants is available; parents countersign all entries in the medication book; a valid public liability insurance certificate is held; and children's attendance is recorded accurately. The arrangements to make a complaint about a childcare matter have been improved by providing the contact details for the regulator in the written policy, setting up a complaint's book, and providing parents with a copy of the policy.

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Complaints since the last inspection

There have been no complaints made to Ofsted since 1 April 2004.

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Complaints since the last inspection

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are satisfactory. the time of the inspection there were no children in receipt of nursery education. Ofsted judges that the provider remains suitable to provide nursery education.

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The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • improve the arrangements for children's health care by ensuring that pet animals are not able to access areas where children's food is set out • extend the arrangements to inform parents about how to raise a concern or make a complaint, by including sufficient detail about how the concern or complaint will be handled and responded to, and extend the system to record any complaints, including how appropriate information from that record will be shared with parents.

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The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): • extend the short term focussed planning to more clearly identify how each child's next steps to learn will be identified, including differentiated learning intentions, key vocabulary and opportunities for assessment.

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The quality and standards of the nursery education

set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk

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The quality and standards of the nursery education

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.

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