Derbyshire, Kerry Jehane

Inspection report for early years provision

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Unique reference number EY405755 Inspection date 01/10/2010 Inspector Lynn Dent

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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 chidlren aged eight, six and three years in Derby. The whole ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register to care for a maximum of four children at any one time. She is currently caring for six children, of whom four are in the early years age range.

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Description of the childminding

The childminder walks to local schools to take and collect children. She attends the local carer and toddler group and takes children to the park. The family has a pet guinea-pig.

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Description of the childminding

The childminder supports children who speak English as an additional language. The childminder is a member of the National Childminding Association. Childminding arrangements are in place with the local childminding network.

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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 good understanding of the Early Years Foundation Stage and plans a wide range of activities that effectively promote the outcomes for children. Good observation and assessment procedures show that children are making good progress in their learning and development. The assessments are being used well to determine each child's next steps. The partnership with parents, the local school and other childcare providers are developing to help ensure continuity for the children is practised. Inclusive practice is promoted well, particularly for those who speak English as an additional language. The childminder has an effective self-evaluation system in place enabling her to accurately identify areas for improvement and to sustain her provision.

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further?

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

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further?

 develop systems further to communicate with other settings that children attend to ensure coherence of learning and development  improve the systems in place to ensure that parents have regular opportunities to add to children's assessment records. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's welfare is safeguarded because the childminder is confident to identify, record and report safeguarding concerns to the relevant authorities. The home and resources are organised effectively to ensure that children play in a safe, secure and welcoming environment. For example, toys are stored in the play room at a safe height so that children can access these at will and the kitchen and stairs are inaccessible. The childminder carries out detailed and regular risk assessments for the home and for outings and regular trips in the community such as to the park, taking children to, and fetching them from school, as well as, attending the local carer and toddler groups. As a result, any changes that may pose a risk to the children are quickly identified and suitable action taken to eliminate these.

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the early years provision

The organisation of the day and the environment means that children have a safe and quiet place to rest or sleep in accordance with the wishes of their parents. The childminder plans the day well so that it is flexible to meet the needs of the children in her care. This allows time for local toddler groups, playing outdoors at the park, and exploring in the local community, free play and planned activities at home that meet the children's individual needs. Consequently, children enjoy a variety of experiences which effectively help them make good progress in their learning and development. Children benefit because the childminder shows a commitment to professional development by attending regular training. Good systems including collecting the opinions of parents through a questionnaire help the childminder to reflect upon her provision. This enables her to identify her strengths and address areas for development having a positive impact on the

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the early years provision

A wide range of well-written policies and procedures effectively underpin children's welfare. These are shared with parents ensuring they understand the service provided. Clear information about the children's welfare and also their developmental and learning stage is collected at induction. The childminder uses this information to build on what the child can do. Clear channels of communication with parents enables information to be exchanged through discussions and daily diaries and they also have access to their child's developmental record. However, after the initial information given at induction the childminder does not currently seek further information from parents regarding the progress their children are making. Consequently, the developmental records do not give a full overview of the children's development or learning. Partnership arrangements mean that the childminder communicates with the local school that

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the early years provision

the children in her care attend. She is also starting to liaise with the local nursery now that children in her care have started to attend, as she is aware that consistency between the two providers is important. The childminder is very aware of how to access specialist services to ensure that children with Special educational needs are supported appropriately. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children understand the importance of good hygiene and a healthy diet. They explain that they grow tomatoes and vegetables in the garden and then cook them for dinner because they make them grow strong. They enjoy snacks of fruit such as banana and have free access to drinks at all times. Children are protected from germs because the childminder maintains a clean home and has a clear policy regarding the procedures she follows when she or her own children or the minded children are ill. The childminder is very aware that children may have an allergic reaction to certain events. For example, when stung by a wasp, she bathes the area and closely monitors the children for a period of time and contacts the parents to inform them of the situation. A clear written procedure for the emergency evacuation of the home is in place. Children understand this procedure because it is regularly practised. Consequently, they are learning how to keep

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and outcomes for children

Children's social skills are enhanced because the childminder takes them to local toddler groups where they learn to interact with different children. As a result they learn to co-operate and play harmoniously with their friends. In the home she encourages the children to play together and to sit on her knee as she reads them a story. Children are valued as individuals because the childminder spends time effectively interacting with them and listening to what they say, encouraging them to make choices about what to play with. An example of this is engaging children in role play as they dress up and pretend to make dinner. The childminder uses play experiences that children initiate well to develop their language for communication and encourage them to think critically. For example, while reading a book she asks older children what is happening in the picture what letter certain items begin with and how many apples they can see. The childminder simplifies

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and outcomes for children

these questions for younger children by asking where the apples are and where are the trees, praising them when they point to the correct picture. Consequently, all children develop a sense of achievement.

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and outcomes for children

Children are encouraged to be inquisitive, active learners and to solve problems. For example, older children use jigsaws and games to learn about letters and numbers and younger children use shape sorters. Toddlers are learning about simple technology as they place a ball in the top of a toy and press a button to make it work and watch the ball fall down a tube to the bottom. All children are creative and enjoy making things with play dough, modelling from junk, making masks, and using natural materials such as leaves found on walks in the park and local community to make pictures. The childminder is mindful that children learn in different ways, for example, some children enjoy drawing and writing, while others enjoy making marks with toys in sand or rolling toy car wheels in paint, others enjoy chalking in the garden or using paint brushes and water to paint on the garden path. As a result all children are making progress in their writing in

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and outcomes for children

accordance with their developmental stage. Children who speak English as an additional language feel valued because the childminder makes a determined effort to learn words so that she can communicate with them in their home language and uses signs and pictures to help them develop a good understanding of English. 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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