Knight, Claire Jane

Inspection report for early years provision

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Unique reference number 225879 Inspection date 29/11/2010 Inspector Susan Andrews

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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 1994. She lives with her adult daughter, a son aged 16 and youngest daughter aged nine-years-old in Enderby, Leicestershire. Their home is within walking distance of local schools, shops, a library and park. The children have access to the hall, living room, playroom/dining area and kitchen on the ground floor and the bedrooms and bathroom on the first floor. There is also an enclosed rear garden which is available for outside play.

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Description of the childminding

The childminder is registered to care for children on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of five children at any one time and currently there are nine children on roll, of which three are in the early years age range.

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Description of the childminding

She holds a National Vocational Qualification Level 3 childcare qualification and is a member of the National Childminding Association.

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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 provides a safe, stimulating and inclusive environment for all children, which supports their welfare and ensures they have fun and are secure in her care. A wide range of easily accessible toys, activities and equipment is provided, enabling children to generally make steady progress in their learning and development. Observation and assessment procedures to monitor children's progress are in the early stage of development. The childminder has a positive attitude to continuous improvement and is beginning to develop some self- evaluation and reflective practice systems to improve her service to parents and children in her care. She forms good and long lasting relationships with parents, keeping them well-informed about issues that safeguard children and promote their health and welfare.

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further?

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

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further?

 develop further the ongoing observational assessment systems to inform planning for each child's continuing development through play based activities  establish effective systems to influence and drive improvement, by further developing self-evaluation and reflective practice procedures. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are safeguarded because the childminder has a clear understanding of child protection issues. She recognises the signs and symptoms of abuse and knows what to do should she have any concerns regarding a child in her care. Comprehensive risk assessments regarding the home, practice issues and outings are conducted to ensure potential hazards are identified and minimised. Security is good and she ensures children cannot leave the premises unsupervised and are never left alone with anyone who has not been vetted. The childminder's home is meticulously clean and well-organised to ensure children have a rich environment to play both indoors and outside.

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the early years provision

The childminder provides a varied range of spontaneous and well-planned activities which promote play and learning opportunities. Children have easy access to a substantial range of toys, equipment and resources including those that promote diversity, allowing each child to follow their interests, spark their curiosity and imagination. She recognises that each child is unique and is mindful of their differing ages, abilities and individual needs, to ensure no child is disadvantaged.

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the early years provision

The childminder fosters positive relationships with parents and realises the importance of effectively liaising with others who may be involved in the children's lives. She provides parents with a range of written policies and procedures which form the basis of an effective two-way partnership and seeks their views through questionnaires and regular dialogue. At the time they place their child in her care, she establishes contractual agreements and gathers all the required and relevant information from parents about their child's individual needs. This promotes continuity of care and helps children to settle easily, enhancing feelings of security and supporting their development.

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the early years provision

The childminder seizes opportunities to acquire further professional development and knowledge, through ongoing training and is beginning to develop ways of using observation and assessment systems to help children progress through the six areas of learning.

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the early years provision

She implements the recommendations made at the last inspection and is looking at ways that she can influence and drive improvement through the development of self-evaluation and reflective practice procedures. The childminder accurately maintains the full range of the required records and uses policies and documents based on the National Childminding Association guidance.

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and outcomes for children

Children are happy, settled and enjoy the time they spend in the childminder's care. The childminder ensures daily routines are taken into account within the home and children are developing knowledge of the wider community as they participate in local walks and play in the park adjacent to the premises. They are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 able to choose resources for themselves and initiate their own play because the wide range of toys and equipment are readily available at their level, on shelving and in labelled boxes. They explore numbers as they use crayons and felt tip pens as they colour pictures of 'eight dinosaurs' or 'nine smiling faces', counting each one in turn. Children play with construction toys and engage in art and craft activities and role play. For example, dressing the dolls, putting them in the pushchair and pretend to take them to the shops to buy groceries. The childminder

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and outcomes for children

extends children's language, for example, by engaging them in lively conversation looking at books which they can select independently. Children use the computer and programmable toys and they enjoy listening to songs and playing musical instruments. The childminder spends time talking and listening to the children and shows a genuine interest in what they are saying and doing.

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and outcomes for children

Children behave well, are kind to each other and play together harmoniously. For example, one child pretending to read a story to another, taking turns to hold the book and turn the pages. The childminder has a positive approach to behaviour management always offering praise and encouragement. She is a good role model and gives clear explanations so that children know what is expected of them. For example, always saying 'please' and 'thank you' to the children and expecting them to say the same in return.

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and outcomes for children

The childminder is sensitive and attentive to children's individual needs and close, nurturing relationships are formed. Children draw her attention to what they are doing, confident in the knowledge that she will offer praise and encouragement of their achievements. She has a sound understanding of the Early Years Foundation Stage and the importance of providing an environment that promotes children's learning and well-being. However, observation and assessment strategies are in the early stages of development and planning aspects relating to children's individual learning journeys, which cover the six areas of learning, are not yet fully established. Consequently, the childminder is only just beginning to plan for what children need to do next or fully build on what they have learned.

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and outcomes for children

Children are developing their knowledge and understanding of the world around them. The childminder promotes diversity using toys and equipment to promote positive images of culture, gender and disability. Children celebrate multicultural festivals. For example, they create a wall display showing their drawings of Diwali lamps and of their hands decorated with Mehndi patterns. Together with the childminder, they look at a copy of the 'Love your world' picture book, where concepts are explored to involve children in developing a sustainable commitment that reflects the limitations of the planet's environment and resources. Consequently, they sort recyclable paper and plastic and consider ways of conserving energy, such as turning the light off when it is not needed.

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and outcomes for children

Children are developing an understanding about healthy lifestyles. Each day they have access to fresh air and exercise as they walk to school or play in the park or garden. Standards of hygiene are exceptionally good and children's personal hygiene is promoted as they learn about the importance of hand washing after toileting and before mealtimes. Nutritious snacks such as, fresh fruit and marmite crumpets are provided to balance or supplement packed lunches provided by parents. Children remain well-hydrated as they have free access to fresh drinking This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 water at all times. The childminder maintains a suitably equipped first aid kit and that, along with appropriate procedures, documentation and an advanced paediatric first aid qualification, ensures that she can positively respond should a child have an accident or become unwell whilst in her care.

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and outcomes for children

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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