Baines, Julie Elizabeth

Inspection report for early years provision

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Unique reference number EY406882 Inspection date 15/09/2010 Inspector Elaine Hayward

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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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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 2010. She lives with her husband and three children aged one, four and five years in a house in Oldbury. All areas of the ground floor are used for childminding with use of the first floor bathroom. The house is accessible via steps at the front door. There is an enclosed rear garden for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of three children under eight years at any one time, no more than two of whom may be in the early years age range. She is currently minding three children in this age group who attend part time. The childminder is also registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder holds a Level 3 childcare qualification. She is a member of the National Childminding Association and is involved in a local childminding group. She makes frequent use of local facilities and has close links with nearby schools and toddler groups.

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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 and secure in the childminder's care as they experience a wide range of activities enabling them to make good progress in their learning and development, given their age, ability and starting points. The childminder knows each child very well, recognising the uniqueness of each child in order to meet their individual needs. She works in partnership with parents and other professionals in order to promote continuity of care. She carefully considers what to do to promote children's care and learning and although the system for reflection of her practice is not yet fully effective, the childminder shows strong commitment to making continuous improvements.

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further?

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

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further?

 improve the systems for the organisation of the setting by developing further the use of self-evaluation to support ongoing improvements  develop further the systems for dialogue with parents in establishing children's starting points in their learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Effective safeguarding procedures ensure that children are well protected from the risk of harm. The childminder has good knowledge and understanding of her role and the actions to take in order to act quickly and professionally if she has concerns about a child. She is secure in her knowledge to ensure that effective vetting procedures are in place and is fully aware of her responsibilities with regard to supervising the children in her care. The childminder is very aware of potential hazards. Full risk assessments, including outings, are clearly in place and these are regularly reviewed to ensure the safety of children.

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the early years provision

The childminder is highly motivated and totally committed to providing a high level of care and education to ensure the best possible outcomes for children. She has only been minding for a short period of time but is consolidating well her knowledge and understanding of the Early Years Foundation Stage. She organises her daily routines successfully, supported by a clear, comprehensive range of policies and procedures which are shared with parents. The environment is well organised with a wide range of good quality resources which children can easily access to enable them to make choices about their play across all areas of learning. The childminder is well qualified and is keen to enhance her good practice by liaising with other professionals and through training. She carefully considers what to do to promote each child's care and learning, reflecting on her provision, identifying areas for development. However, the self-evaluation process

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the early years provision

is in its infancy and not yet fully robust to ensure her effective practice is sustained.

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the early years provision

Equality and diversity is promoted by the childminder through good practice, encouraging children to respect themselves and others. The childminder knows each child well. The childminder has developed partnerships with other providers and professionals and has close working relationships with parents who speak very highly of the childminder. Parents are full of praise for her care and talk of the happiness and good progress of their children. The childminder keeps parents informed and exchanges information through individual diaries as well as through daily discussions, supported by text messages to reassure parents. Parents are informed of her planning to encourage their involvement in their children's learning. They can see the progress their children make through individual journals, showing, through text and photographs, links to the early learning goals. However, although the childminder obtains good information about, for example,

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the early years provision

children's routines, she has not yet comprehensively developed the process of fully involving parents regarding their children's starting points in their learning.

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and outcomes for children

Children are happy and confident in the childminder's care where they benefit from good support and encouragement to achieve and enjoy in a warm and caring This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 environment. They socialise together, mix well and involve others in their activities. They feel totally safe and at home. Lovely interaction can be seen, with cuddles, laughter and smiles along with an abundance of praise from the childminder, promoting their feelings of self-esteem.

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and outcomes for children

Children make good progress as they play and learn in the childminder's bright and stimulating, totally child-centred home with a dedicated playroom. Here they can choose from a wide range of good quality resources and participate in a broad range of activities, well supported by a childminder who knows them well. She observes children closely, getting to know their individual likes and dislikes, extending this. She knows, for example, the child with his love of 'DIY' and his love of keys and tools. She is planning the next step, making links with the early learning goals and stepping stones, providing a wide range of activities. The childminder is enthusiastic and fully involved with the children, getting down on the floor building and playing games, totally immersed with the children and their activities. As a result, she motivates the children to achieve and develop positive attitudes to learning, helping them develop skills for the future. This enables them

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and outcomes for children

to become independent, active, curious and inquisitive learners.

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and outcomes for children

The childminder is very aware of how children learn through play, providing them with a good balance of child-initiated and adult-led experiences, active and rest times, both inside and out. She encourages young children's language skills by listening to them and reinforcing their vocabulary. Children learn about sounds, numbers and colours quite naturally through everyday play and routines. Children love the opportunities to go out each day and learn about the wider world and healthy lifestyles as they walk to and from school or attend toddler groups and soft-play centres where they socialise with other children. They love the opportunities to be physical and the space to run around as they visit nearby parks. Children take great delight in the garden where they examine bugs and are proud to show the vegetables they have grown, feeling the rough outside of the runner bean. They love to examine the compost, discovering that it sticks in their

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and outcomes for children

hair. They learn about eating healthily as they talk about the contents of their lunch box or as they sit down to eat a pear at snack time where there is laughter and wonderment at the 'magic' machine. This removes the core and 'hey presto', small pieces of delicious pear appear on their plate which they thoroughly enjoy.

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and outcomes for children

Children behave well. They are learning to be kind, share and show respect as they eat lunch together. They learn about disability and different cultures as they play with a wide range of resources and learn about festivals around the world. Children are confident to involve visitors in their activities as they give the visitor a train to play with, sing their action songs and proudly show off their achievements. 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 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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