Shields Hilary

Inspection report for early years provision

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Unique reference number 310694 Inspection date 17/01/2011 Inspector Sally Smith

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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 1993. She lives with her husband and child aged 13 years and two adult children in Maghull, Liverpool. The living room, kitchen/diner, downstairs toilet and a playroom are used for childminding. There is a fully enclosed garden available for outdoor play.

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Description of the childminding

The childminder is registered on the Early Years Register and compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children under eight years at any one time and is currently caring for seven children in the early years age group on a part-time basis.

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Description of the childminding

The childminder takes children to local parks, shops and schools. She holds a recognised early years qualification. She is a member of the National Childminding association and the Sefton Early Years Childminders Network.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The childminder demonstrates an excellent knowledge of the Early Years Foundation Stage enabling her to fully support children's welfare and development. She establishes warm, trusting partnerships with parents, valuing their contributions to ensure the needs of all children are met. The childminder is enthusiastic about all aspects of her work and constantly strives to improve through a rigorous self-evaluation process.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 develop observations further to consistently make links to the 'Development matters' prompts.

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the early years provision

Children are well-protected from harm as the childminder's knowledge of safeguarding procedures is robust. She is fully aware of her responsibilities to report any concerns and is conversant with all the necessary procedures which are shared with parents. The childminder, her husband and adult children have undertaken appropriate vetting procedures ensuring they are suitable to have contact with children. A thorough risk assessment is undertaken for inside and outside the home, ensuring that hazards to children are kept to a minimum. Children play in a very well-organised and child-centred environment where resources are easily accessible for children to select independently. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The partnership with parents, carers and other agencies is a key strength of the childminder's provision. She does her utmost to ensure that effective strategies are

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the early years provision

in place to share information regularly. Excellent relationships are formed with early years' staff at local schools, so that children's learning and development is consistent. Parents are regularly consulted and provided with regular information about the setting and their child's achievements and progress. They often take their child's development record home and fully embrace any suggestions from the childminder as to how they can support their child's learning. The childminder places great importance on allocating sufficient time to engage parents in discussions so that information can be shared. Questionnaires provide additional feedback and the childminder is quick to respond to any issues raised. Parents speak highly of the childminder's commitment and professionalism. For example, 'she is very supportive of both the children and parents. She is caring, compassionate and genuinely interested in the development of all children in her

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the early years provision

care'. Another parent fully encapsulates what it is like for children in the setting by commenting that 'her home is always filled with warmth and happiness'. Home languages and cultural backgrounds are highly valued and respected so that all children are included. Books, games and puzzles are bought to support bi-lingual children and raise all children's awareness of people's differences in a fun and interesting way.

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the early years provision

The childminder rigorously evaluates her service, having a clear set of priorities to secure ongoing improvement. For example, she recognises that time is of a premium at the end of the day and parents might not always feel inclined to engage in discussion. Therefore the childminder has identified that the introduction of a 'suggestion box' may alleviate this problem. Resources are continually supplemented and updated to enhance the learning opportunities for all children. Children have fully enjoyed the recent acquisition of a full length mirror, enabling them to observe themselves in the dressing-up clothes. It also helps to support young children develop self-awareness. The childminder keenly embraces training in order to give her a sound knowledge and understanding of the Early Years Foundation Stage.

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and outcomes for children

The highly ambitious vision of the childminder is manifested in the exciting, stimulating and vibrant learning environment. This ensures that positive outcomes for all children are effectively achieved. The playroom in particular is filled with high quality displays, conveying the excellent learning taking place. The childminder continually engages with children, listening to what they say and responding to their interests. She provides support, reassurance and praise for all children's achievements. As a result, children are happy, confident and well settled. They are secure with the childminder and caring relationships between herself and children are evident

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and outcomes for children

Children are consulted about activities and encouraged to pursue their own interests and lines of enquiry. A wealth of high quality resources support all This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 aspects of children's learning and development. This is further enhanced by the excellent interactions of the childminder enabling children to convey their thoughts and feelings. They are given time to initiate conversation and think through their responses. The childminder listens intently to what they say, ensuring that each child is heard and that their questions are thoroughly explored and answered. Opportunities abound to share books, listen to music and sing rhymes. Children enjoy using the props provided when listening to a story and discuss whether the big or small bear will fit in the bed. Children's imagination runs riot as the local field becomes home to familiar book characters. They pack up binoculars and a

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and outcomes for children

picnic as they go hunting for bears. Children experiment with early mark making skills as they paint, draw and write letters. They write cards for 'Mother's Day' and take these to the post box. To further consolidate their understanding of the postal service they visit the local sorting office. They also attend a childminding support group where the local postman talks to the children about his job.

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and outcomes for children

Strong links with parents and carers enable them to play a crucial role in their child's care and education, resulting in all children making excellent progress in their learning and development. The importance of parent's input in their child's life is highly valued, and the childminder uses the information to plan a suitable range of activities to incorporate children's individual play preferences and interests. The sharing of children's individual learning journeys and regular daily conversations contributes towards children's positive outcomes and encourages parents to actively support the childminder in working towards their child's education. One parent comments that 'I am constantly reminded of the childminder's positive influence as my child has matured into a well-mannered and confident person'. Another is very pleased that she receives regular suggestions as to how she can support her child's learning at home to compliment what is being

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and outcomes for children

achieved at the childminder's. The childminder regularly carries out observations which are linked to the six areas of learning, although, she does not always make links to the 'Development matters' prompts in children's learning journeys. However through discussion it is evident that she has an excellent and secure knowledge of child development.

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and outcomes for children

Great emphasis is placed on healthy eating and this is promoted by a wholesome, nutritious and balanced diet. Novel and ingenious methods are used to encourage 'faddy eaters' so that meal-times are fun. Children become 'chefs' and help the childminder to wash, cut and generally prepare the food. Pasta shapes provide a talking point before being popped into hungry mouths. Everyone sits together making mealtimes a social occasion. This further encourages children to try foods as they watch and observe each other. Children enthusiastically partake in regular cooking activities making home-made soups and bread. They make gingerbread people and discuss how many raisins they need for their eyes and how many they have made altogether. The childminder lifts the children up to see how the gingerbread people are getting bigger in the oven as they are cooked. Children then eat these for their lunch, along with a selection of fresh fruit. Children are

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and outcomes for children

given the role of 'monitor' as they give out the yoghurts. Meals incorporate worldwide foods so that children experience a range of varied tastes, whilst also helping them to learn about people's differences. Very young children are guided through activities so that they learn about safe play. As children get older, discussions explore safety aspects such as walking safely, crossing roads, 'stranger This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 danger' and fire. When using large physical apparatus they are taught how to go up and down safely. The childminder values the importance of fresh air so outdoor activities feature regularly. Children visit the local park, country areas and shops. Educational visits to libraries, museums and rides on buses and trains develop children's awareness of their community and the wider world. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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