Ashworth, Darren Thomas

Inspection report for early years provision

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Unique reference number EY405387 Inspection date 08/11/2010 Inspector Lesley Sharples

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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. He lives with his wife, who is also a registered childminder, and their three children age eight, six and ten months. The family home is in Padiham, Lancashire. The local area offers parks, schools, a library, children's centre and open spaces. The whole of the ground floor of the home is used for childminding as well as a small bedroom upstairs. There is an enclosed garden to the side and rear of the home.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. Registration is for a total of four children at any one time. One child over one year old may be looked after overnight. Currently there are six children attending, of whoM four are within the Early Years Foundation Stage age range. The childminder also offers care for older children over five years and supports children with special educational needs/disabilities. The childminder is qualified to NVQ Level 3 in Child Care, Learning and Development and is a member of the National Childminding Association. He is also a member of Lancashire's Community Childminding Scheme.

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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 making good progress in their learning and development. They benefit from the childminder's recently gained qualification and implementation of his clear understanding of the Early Years Foundation Stage. Their safety and welfare is assured through effective risk assessment and knowledge of safeguarding issues. Partnership with parents is strong and supportive. Partnerships with other practitioners who deliver the Early Years Foundation Stage are developing. Reflective practice results in continuous improvement for children but self- assessment is completed informally at present.

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further?

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

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further?

 further develop partnerships with other practitioners delivering the Early Years Foundation Stage where minded children also attend  extend reflective practice so that improvements are identified which have a positive impact on children by, for example, using the self-evaluation form framework  gather starting points when children commence so that initial information forms a basis of understanding the needs of children. 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 is clear of his role and responsibilities in safeguarding and promoting children's welfare. Procedures for reporting concerns are fully understood and policies and procedures reflect requirements. Rigorous risk assessments are completed so that hazards to children are minimised both on and off the premises. This includes transporting children safely when being collected and dropped off at home.

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the early years provision

The childminder is diligent in his commitment to ensuring he provides a service that is inclusive for all children and their families. Consequently, toys and equipment are deployed effectively so children have easy access to promote choice and independence. Children receive equal care and attention and, as a result, feel safe and secure. The childminder is committed to continuous improvement and, to this end, has reviewed how he records progress and attends workshops to update skills. For example, he has recently qualified to NVQ Level 3 and has attended training relating to babies sleeping safely and on how to complete the self- evaluation form. He has yet to commence self-evaluation so that reflective practice identifies areas for improvement and evidences positive impact on children.

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the early years provision

Partnership with parents is strong as the childminder supports the needs of children and their parents. He attempts to gain initial information relating to children's starting points but this is not always successful. Parents views are sought via questionnaires and many cards and letters express appreciation of the service they and their children receive. Especially notable is the gratitude for early starts and statements as to how well their children are making progress. Partnerships with others, in the wider context, are developing. The childminder attends meetings so that information is fully shared with other professionals involved with minded children and initial attempts are being made to liaise with other settings where children attend.

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and outcomes for children

Children are happy in the care of the childminder and are progressing well. This is supported through a wide range of learning opportunities offered throughout the week, both in the home and through attendance at various groups. These varied experiences ensure all six areas of learning are covered effectively. The childminder fully grasps the importance of observation, assessment and planning for next steps for individual children and, as a result, their learning journeys evidence individual progress. Improvements have been implemented in how information is recorded and the childminder is skilled in identifying the detail to focus on and what is required to support children's progress. The innovative use of photographs helps to illustrate achievements and contribute to interesting reading.

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and outcomes for children

Children are learning about their local environment, as well as the wider world, through activities and resources which reflect cultures and customs. For example, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 they play with a range of dolls in different traditional dress and attend Eid celebrations. They learn about the natural world when going out to open spaces to feed animals and see squirrels. The childminder also takes children further afield on trips, such as, a boar park, the zoo and beauty spots. The childminder gives thought to how children can learn about living things as he wants the children to see how stick insects develop from eggs. They are able to develop skills in information and communication technology through using the computer and simple programmable toys, such as, a digital camera and wind up toys.

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and outcomes for children

Children are problem solving and learning descriptive language when playing with cars. For example, they learn about speed and distance with associated words, such as, faster, harder, further. Written observations describe children's understanding of what a stethoscope is used for and 'listen' for the heartbeat. They thread pasta to make jewellery and work out how to fire the canons from the castle construction. Early mark making opportunities are enjoyed with a variety of tools, including chalks and children like to be read stories.

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and outcomes for children

Children's welfare needs are met. They benefit from fresh air and exercise, both outdoors and through large equipment when visiting groups. They make healthy choices in what they want to eat, for example, choosing scrambled egg and beans with wholemeal toast. They are kept well-hydrated with plenty of drinks. Children behave very well and receive an abundance of praise and encouragement, especially when successful in their self-care skills. Hygiene matters are given due attention and children clean their teeth after meals. They are encouraged to use manners, such as, 'excuse me' and this contributes to making a positive contribution in the future. Children enjoy sitting on the childminder's knee together and feel safe and secure. This nurturing and positive environment boosts their self- esteem and confidence. 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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