Sachar, Vanessa

Inspection report for early years provision

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Unique reference number EY346195 Inspection date 17/12/2010 Inspector Barbara Wearing

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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 January 2007. She co-childminds with her mother who is also a registered childminder. They are registered to provide childcare at her mother's home, in the Heaton Mersey area of Stockport. The co- childminder's husband also lives at the property. Children have access to the lounge, dining room, conservatory and kitchen. Toilet and hand washing facilities are on the ground floor. Three of the four upstairs bedrooms are registered to provide sleeping areas for children if parents request. The rear garden is available for outdoor play.

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Description of the childminding

The childminder is registered to care for five children under eight years and when working with another childminder, they may care for a total of no more than 8 children under 8 years. There are currently six children on role, of whom four are in the early years age range. Care to children aged over five years to 11 years is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder collects children from the local school and takes children on various outings and to toddler groups on a regular basis. She is a member of the National Childminding Association and gains support from the local authority.

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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 treated with care and respect and their individual personalities and learning styles are valued. They are stimulated and happy and the childminder supports them well, enabling them to make good progress in their learning and development. A suitable selection of toys and resources are made accessible to children, allowing them to make some choices in their play. They benefit from going on well planned local trips and outings on a regular basis. The childminder is highly motivated to continually improve her childminding provision. She has worked hard, alongside her co-childminder to implement many developments since her last inspection.

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further?

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

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further?

 enhance children's development records, to incorporate observations parents share, reflect how children will be supported in their next steps and to review their progress towards these  provide further opportunities for children to choose from the childminder's wide range of toys and resources. 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 well as the childminder has a good understanding of the local authoritys child protection procedures and her role within these. This is reflected in her safeguarding children policy which is shared with parents, alongside further policies and procedures that ensure children's safety, health and well-being is promoted. Comprehensive risk assessments are carried out regularly for all areas children access indoors, outdoors and for trips out. Therefore, hazards are identified and action is taken to minimise risks.

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the early years provision

The childminder and her co-childminder have an extensive range of good quality toys and resources. The range of freely accessible toys is limited to the appropriate selection that the childminders set out for children during the day. Nevertheless, children are regularly asked if they would like additional toys or to engage in other activities. Posters are put at children's level that re-inforce their learning, for example, showing colours and shapes. The weekly routine is organised well to ensure that children engage in a wide variety of activities in and out of the home. The childminder carefully considers the benefits of outings and toddler groups, ensuring that they enhance their learning and development opportunities. She is committed to ensuring that all children are fully included and will sensitively challenge comments that reinforce stereotypes and may prevent children from exploring all that is on offer to them.

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the early years provision

The childminder works with her mother as her co-childminder. They have a good working relationship. They learn from each other and have skills that complement each other. The childminder demonstrates a strong commitment to improving her childminding practices and a genuine enjoyment in her work with children. She has completed a self-evaluation, attended various training sessions and has sought support and advice from a local authority development worker. This has resulted in a number of developments that have had a positive impact on the quality of the provision. Noticeably, the development of a system for recording children's development and the increased range of toys and resources that reflect positive images, allowing children to develop a positive attitude to similarities and differences.

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the early years provision

Currently no children being cared for are attending another early years setting. However, previously the childminder has ensured that relevant information has been exchanged to ensure progression and continuity. Close relationships are fostered with parents. They are invited to look at their children's learning journeys and discuss observations they have made of their children's achievements and skills. These are not included in the learning journeys. However, the discussions are effective in ensuring parents and the childminder work together to support children in their learning and to access support from other professionals if appropriate. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder has worked hard to establish effective systems to record children's development. She records regular and meaningful observations of children that clearly show their skills and achievements. These are used to identify next steps in children's learning and the childminder is able to describe how she intends to support children in reaching these. There is no clear system to review whether children have achieved these steps or to demonstrate how their progress towards the early learning goals is tracked. The childminder demonstrates her knowledge of the children and the early learning goals as she interacts skilfully with children. She takes many opportunities to ask questions that challenge and promote children's learning. Therefore, children make good progress across all areas of learning and develop strong skills for their future.

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and outcomes for children

Children have a close and trusting relationship with the childminder, demonstrating that they feel safe and secure in her care. They love looking at books and develop good early literacy skills. The childminder pauses, allowing children to complete familiar sentences and stories. She takes delight in children's achievements and children's confidence increases in response to her praise. They enjoy singing familiar songs, joining in with words and actions and requesting more. The childminder develops children's skills in problem solving, reasoning and numeracy. She uses mathematical language such as 'higher and lower', asks 'how many more' and encourages children to sort the big and small bricks when tidying away. Children learn the concept of calculating as they sing number rhymes. Children play happily alongside each other and older children show affection towards younger children. Regular opportunities are provided for children to make marks

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and outcomes for children

and develop their creative skills using a variety of materials including crayons, play dough, sand and paint. They develop large muscle skills and learn about the natural world as they go on regular walks, feeding animals along the way, play in the garden, attend a local play centre and use climbing equipment at a local park.

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and outcomes for children

Children develop independence in their personal hygiene routines, remembering to wash their hands after they have used the potty. They enjoy healthy, home cooked meals, prepared by the childminder's co-childminder and learn about where food comes from as they grow tomato plants. 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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