Lumley, Joanne

Inspection report for early years provision

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Unique reference number EY405261 Inspection date 23/09/2010 Inspector Diane Turner

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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 has been registered since March 2010. She lives with her husband and two children aged five and eight years old in a semi-detached house in the town of Howden in the East Riding of Yorkshire. All of the ground floor of the childminder's home is used for childminding purposes, with the exception of the lounge. Toilet facilities are situated on this level and there is an enclosed garden to the rear of the premises for outdoor play. A dog is kept at the home.

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Description of the childminding

The childminder is a member of the National Childminding Association and has a Level 3 qualification in childcare. She is registered by Ofsted on the Early Years Register and the compulsory part of the Childcare Register to care for five children under eight years, three of whom may be within the early years age group. The childminder is also registered on the voluntary part of the Childcare Register. There are currently 19 children on roll, eight of whom are within the early years age group. They all attend on a part-time basis.

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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 cared for in a welcoming environment where the uniqueness of each one is valued and nurtured. They are offered a varied and interesting range of learning experiences, which enables them to make good progress given their age, ability and starting points. Overall, they have good opportunities to make choices in their play. High priority is given to establishing very positive relationships with the parents which ensures a shared approach to the children's care and learning. Effective systems are in place to monitor the quality of the provision and identify areas for future improvement, thereby, enhancing the outcomes for children.

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further?

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

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further?

 improve the presentation of the toys and resources to ensure these are easily accessible and children can make independent choices in their play  develop further the system for assessing children's progress.

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the early years provision

The childminder has a good understanding of her responsibilities in regards to safeguarding children. She is confident in recognising the possible indicators of abuse and knows the procedures for reporting any concerns. Well-written policies and procedures, which are effectively implemented, underpin the safe and efficient management of the setting and the childminder gives high priority to providing a safe environment for children to play and learn. For example, effective action is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 taken to minimise any hazards, including checking the smoke detectors and practising fire drills with the children each month. All necessary records are consistently maintained, including details of any visitors to the home.

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the early years provision

The childminder is a qualified and experienced childcare practitioner who is enthusiastic about her role and committed to provide high quality care. Her home is organised very effectively and includes the provision of a designated playroom. A very good range of resources are available, however, these are not always presented effectively to promote children's choice and independence. The childminder fully understands the importance of self-evaluation as a means of monitoring her service and identifying areas for development, to ensure continuous improvement. She is very clear of where her strengths lie and has realistic plans for improvement. However, because the childminder is newly registered she has not yet had sufficient time to implement these.

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the early years provision

The childminder is committed to promoting equality and diversity. She gathers important information about each child's individual needs and interests and successfully identifies their starting points and learning styles. This alongside her experience of supporting children with special educational needs and/or disabilities and children who use English as an additional language means she is able to help narrow any gaps in children's learning and development. The childminder gives high priority to fostering good relationships with all parents. She provides good information when the placement begins, including copies of all her policies and procedures. Individual diaries and informal chats keep parents well-informed on a daily basis and questionnaires are used effectively, to gauge their continuing satisfaction of the service. The childminder fully understands the importance of working with providers of other settings the children also attend, to ensure a

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the early years provision

shared approach to their care and learning. She is currently developing links with the local pre-school.

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and outcomes for children

The childminder has a good understanding of how children learn and is very successful in helping them to develop valuable skills for the future. She develops close and trusting relationships with them and the children feel safe in her care. This is very evident as they settle quickly on arrival and when it is time for their nap. The childminder offers children a good balance of both adult and child-led activities enabling them to learn in different ways. She skilfully knows when to sit back and let the children explore for themselves and when to join in to extend their learning. For example, during craft activities she allows the children to explore and use the materials and then encourages them to count how many wheels they have put on their picture of a car. The childminder maintains a learning journey for each child, which includes written observations, photographs and examples of their work. From this, the childminder effectively identifies the

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and outcomes for children

next steps in the children's learning. However, she does not make regular summative assessments of their progress to ensure all areas are covered equally.

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and outcomes for children

The childminder provides very good opportunities for the children to extend their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learning outdoors and in the local community. For example, they learn about growth, sourcing food and eating healthily as they plant, care for and harvest items, such as, tomatoes, peppers and lettuce in the garden. The children enjoy outings to the beach, museums and the nearby marsh where they feed the ducks and enjoy woodland walks. They experience the thrill of travelling on a bus and eating in a cafe when they develop their independence, social skills and understanding of money as they order and pay for their food. Regular visits to the library help the children to develop a love of reading and through displaying their name cards the childminder successfully sparks the children's interest in letters and sounds. Through food tasting and craft activities the children learn about other

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and outcomes for children

cultures and customs, such as, the Chinese New Year and they learn about the importance of recycling as they accompany the childminder to the bottle bank.

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and outcomes for children

The childminder is very effective in helping the children to behave well. They know what is expected of them, such as, sitting at the table to eat and they are encouraged to make a positive contribution to the setting as they water the plants and help to tidy away the toys. The childminder effectively teaches the children about good hygiene practices, so they stay healthy. For example, she reminds them to use soap during hand washing and to access a tissue to wipe their nose. All children, including babies, have good opportunities to develop their physical skills and to benefit from fresh air. As a result, they relish being in the garden, showing delight as they use wheeled toys, bounce on the trampoline and use the swings. Through topics the children learn about people who can help them stay safe. For example, they find out where the local fire station is situated and about the role of the police and they routinely cross the road with the school crossing

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and outcomes for children

patrol person. 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 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 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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