Silver Linings School

Inspection report for early years provision

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Unique reference number 150681 Inspection date 13/12/2010 Inspector Carol Cox

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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 2001. She lives in the Windmill Hill area of Bristol with her husband and three children aged 17,15 and 10. All areas of the property except the second floor, first floor front bedroom and basement studio are used for childminding. There is a fully enclosed garden for outside play. The childminder is registered to care for a maximum of five children under eight years at any one time, no more than three o0 whom may be in the early years age group. She is currently minding three children in the early years age group at different times during the week, she also offers care to older children. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder walks to local schools to take and collect children. She attends local toddler groups and takes children to the park and the nearby city farm. The childminder holds a level two National

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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 generally meets the needs of children very well in her warm and friendly care. Children make good progress in relation to their starting points and are effectively safeguarded. The childminder has built close working relationships with parents and others involved to make sure the individual needs are carefully identified and addressed. She has made a thoughtful evaluation of her practice and demonstrates capacity for continuing improvement through her implementation of the Early Years Foundation Stage.

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further?

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

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further?

 devlop further the system already in place to record children's achievements and use these to identify and plan to meet each child's next learning needs  ensure the registration system clearly details the children cared for and their hours of attendance

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the early years provision

The childminder generally meets the needs of children very well in her warm and friendly care. Children make good progress in relation to their starting points and are effectively safeguarded. The childminder has built close working relationships with parents and others involved to make sure the individual needs of each child are carefully identified and addressed. She has made a thoughtful evaluation of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 her practice and demonstrates capacity for continuing improvement through her implementation of the Early Years Foundation Stage.

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the early years provision

Children are well safeguarded because the childminder has a good awareness and understanding of child protection issues and has a clear knowledge of the guidance of the Local Safeguarding Children Board. She shares her written safeguarding policy and procedure with parents to make sure they understand her responsibility in protecting their children. She ensures that only those authorised by parents are allowed to collect children from her care. The childminder has made sure that all adults who have contact with children have been vetted. Children's safety is further assured because the childminder makes regular risk assessments and daily checks of her home and garden. She is aware of the need to monitor the continuing safety of her home when new children start or children develop new skills such as walking and climbing. Children are encouraged to learn about safety in the home, for example, a child is reminded to be careful to tidy away toys to

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the early years provision

save a toddler from tripping over. There is a clear evacuation plan in place in case of fire and she practices this with minded children, she maintains records of fire drills and smoke detector checks.

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the early years provision

The childminder's home is thoughtfully furnished and equipped allowing children to move around freely and access toys and resources. The childminder carefully chooses different toys and resources from an abundant range to reflect the interests and stages of development of each child. Resources are made easily available to children and are safely stored in clearly labeled boxes. Toys and resources reflect a wide range of people and their lives. The childminder has a strong commitment to working closely with parents to identify the individual needs of each child. She obtains detailed information about children's care and learning needs from parents at settling in discussions and sessions to make sure children enjoy consistent care in line with their home routines. Parents are given copies of all her policies and procedures and enjoy daily verbal feedback about children's care, learning and development achievements. The childminder is happy to share

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the early years provision

information with others caring for children when appropriate. She has started to make evaluations of her practice and has involved parents by asking them to complete questionnaires. They write in detail of their great appreciation of the care enjoyed by their children and the flexible care willingly given to meet their changing needs. All necessary documentation and records are in place and shared with parents. However, the system to register children's attendance is not easy to access quickly. Through self-evaluation the childminder has identified the need to further develop the system already in place to record children's achievements to identify and plan for their next steps in learning. Through embracing the Early Years Foundation Stage and effectively addressing recommendations from her previous inspection the childminder demonstrates good capacity for continuing improvement. Children are highly valued as individuals and make good progress.

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the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children make good progress in relation to their starting points. The childminder has an effective knowledge of how to promote and support children's learning. She is continually responsive to children and talks to them about what they are doing, which helps them extend their learning through their play. She makes observations of their individual needs and plans activities accordingly. Through knowing children well she is able to support and promote each child's learning through their own interests and play. For example, as a child lines up cars she helps the child identify colours and match them with pictures of cars in a favourite book. Children are free to excitedly rummage through the toys, she is skilled at supporting them without interfering. She praises and congratulates appropriately and recognises their desire to experiment and explore freely. When playing with a basket of musical instruments children quickly become involved in shaking, rattling and beating

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and outcomes for children

beautiful instruments to make music. At one point they upend a drum and make new music using the hollow interior and two drum sticks. The childminder is congratulates them on discovering a new way of playing the drum and making lovely music.

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and outcomes for children

The childminder offers a well balanced range of activities both inside and out of her home. She offers children many opportunities to explore their local community and further afield to get to know their city. They regularly visit the local city farm and go on trips to local soft play areas and toddler groups where they play with a wider range of equipment and socialise with others. Children's learning diaries show them enjoying activities to cover all areas of learning. To keep parents fully informed of children's progress the childminder offers verbal feedback daily and has started to keep written records of their progress illustrated with photographs and written observations of children's achievements. The childminder is confident to work with parents and other professionals to support children should they have particular special educational needs.

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and outcomes for children

The childminder establishes good routines with children so that they learn to keep themselves healthy. She encourages their independence and they learn from a very young age about keeping themselves healthy. For example, talking to them about making sure their hands are clean before they eat. Children are protected from spread of infection by her high awareness of hygiene issues. Parents are given written information about the exclusion policy for infectious illnesses and are asked to collect children should they become ill during the day. There are robust systems in place to record parental consent and guidance prior to administering medication. The childminder ensures that she obtains and records parental consent and guidance to administer medication. She has a current paediatric first aid certificate and is able to treat any minor injuries appropriately.

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and outcomes for children

The childminder works closely with parents to provide healthy and nutritious meals. At the moment parents choose to provide lunchboxes for their children. She stores and reheats food safely and that children always have water or milk to drink. Through their visits in the community and socialising with others at toddler group children learn about the needs of others and their different lives. Children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are highly valued as unique beings and learn to appreciate others. The childminder provides an extensive range of books and toys to reflect positive images of different people. She is committed to promoting equality of value for all children and is not afraid to challenge discrimination from others. She encourages children to have access to all resources, for example, photographs show boys dressing up in tutus and fairy costumes and beaming happily.

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and outcomes for children

Children behave very well and enjoy playing alongside each other. They are settled and happy to meet new people, and confident to seek help from the childminder when needed. Children are generally very well behaved and the childminder uses appropriate techniques to support children when they have difficulties. She seldom has problems with behaviour as children are happily occupied and learn to think about others. Children begin to learn good skills for future learning such as mark making and numbers. They are confident and enthusiastic to explore and experiment and develop good skills for their future learning. 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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