Phillipson, Gayle

Inspection report for early years provision

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Unique reference number EY309920 Inspection date 11/01/2011 Inspector S Campbell

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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 2005. She lives with her partner and two children aged six and eight in a residential area of Dagenham, Essex. The whole of the ground floor and a first floor bathroom is used for childminding. A fully enclosed garden is available for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time; of these, two may be in the early year age group. The childminder is currently caring for five children in the early years age group. The childminder is registered on the Early Years Register and both parts of the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder is a member of the National Childminding Association (NCMA) and Barking and Dagenham North West Children Come First Childminding Network.

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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 knows children very well and is secure in her knowledge about children's individual needs. She maintains a good two-way flow of communication with parents and others to ensure children's care, learning and development is effectively met. The childminder ensures no child in her care is disadvantaged because she makes sure resources and activities are accessible to all children. The childminder has effectively used Ofsted's self-evaluation as a tool for reflective practice and to further develop her service and outcomes for children.

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further?

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

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further?

 further develop procedures to ensure consistent observational assessments are carried out in order to meet all children's needs and all six areas of learning are effectively covered to support children's learning journeys  further develop procedures to ensure planning for the outdoor environment links to the six areas of learning to effectively support children's learning and development. 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 has a good understanding about how to keep children safe while in her care. She has a good understanding of child protection issues and procedures to effectively promote children's welfare. The children are cared for in an environment that has good safety measures in place. Children's safety is given priority because the childminder carries out a detailed risk assessment that takes into account both the indoor and outdoor environment.

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the early years provision

The childminder has implemented a number of detailed policies and procedures that guide her practice. Required documentation is in place, organised and well maintained, which contributes to the safe and efficient management of the setting.

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the early years provision

The childminder has a good understanding of child development and this is underpinned through attending continuous courses, such as NVQ level 3 in Children's Care, Learning and Development, Introduction to Early Years Foundation Stage, Diversity, Observation Assessments and planning. She is committed to attending further courses to promote the outcomes for children. The childminder is positive about the inclusion of all children and she ensures detailed information is obtained about their individual needs and backgrounds.

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the early years provision

The childminder has developed good relationships with parents and she keeps them very well informed of children's development through the sharing of children's profiles, text messaging, photos and video clips. In addition there is a good two-way flow of communication by the use of daily diaries. The childminder effectively uses information obtained from daily diaries to extend children's learning. Hence, as a result of children visiting Newham City Farm, the childminder planned activities using farm animals and singing nursery rhymes such as 'Old McDonald'. The childminder values parents' views and they are sought through discussions and questionnaires. She receives ongoing support from her local authority and is a member of the local childminding network. Although the childminder identifies this as an area for further development she has made effective links with children's school by obtaining newsletters to establish

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the early years provision

information about the current curriculum. This allows the childminder to extend children's learning within the setting. There are good processes in place for self- evaluation and subsequently the childminder sets realistic targets to further promote the outcomes for children, such as attending ongoing courses and the development of formal six monthly reviews.

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and outcomes for children

The children are making good progress in all areas of their learning and development because the childminder has a good understanding of the Early Years Foundation Stage. There are effective systems in place to enable the childminder to build on what children already know, for example 'All about me'. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder interacts well in children's play and she continually talks to children to promote language development. Children are confident talkers and inform adults about visiting their nanny's home in Wales. Children are able to recall past events and take pleasure in informing adults that they gave the cows cake and bread.

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and outcomes for children

The childminder knows children well and is able to talk about in detail how she is moving children on in their next stage of development. The childminder has good observation and assessments in place. However, procedures have yet to be fully developed to ensure consistent observations are undertaken and fully reflect all six areas of learning to enable her to effectively track all children's learning journeys. The childminder's plans are flexible and are based on children's individual needs and interests. This ensures children take part in a varied range of adult-led and child-initiated activities. The setting is very well resourced and the childminder has received funding allowing her to display children's toys in low-level storage units which further promote children's ability to make informed decisions about their play. The children happily help themselves to toys throughout the day and with guidance from the childminder tidy away abandoned resources. This strengthens

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and outcomes for children

The children are able to use a wide variety of small tools to develop their fine motors skills when playing with the modelling dough, such as cutters, rolling pins and dough presser. The childminder effectively uses this as an opportunity to ask good open-ended questions and encourage children to think. She engages children to talk about what they are making and the colour of the modelling dough. On older children's arrival to the setting she attentively listens to what children say and when they talk about seeing a fire engine at school the childminder extends children's thinking and vocabulary by talking about seeing two ambulances and a police car on the school run. Through everyday situations the childminder provides good opportunities for children to recognise numbers and count, for example counting steps and everyday objects.

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and outcomes for children

The childminder has developed good relationships with children and as a result they are confident, independent and have good self-esteem. She gets down and plays with children at their level, aiding with simple puzzles which promotes children problem solving skills. Through well organised routines children's independence skills are developing very well. They make their own sandwiches and make choices about what they would like to eat. Children receive a wide range of nutritious snacks and meals that help them understand foods that are good for them. Some planning takes place to further promote children's well-being because they take part in a range of outdoor experiences, such as picnics in the park, messy play, sensory play and going to the library. The children are cared for in a clean and well maintained environment. Children learn the importance of good personal hygiene through effective daily routines, for example washing their hands

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and outcomes for children

at appropriate times. The children are very well behaved and benefit from constant praise and encouragement. The childminder effectively follows children's lead in regards to what they would like to play with, enabling them to take responsibility for their learning. Children's well-being is promoted very well because through the undertaking of regular fire drills they learn how to leave the premises quickly and safely. The childminder reinforces children's awareness of safety by talking to them about stranger danger and road safety. Children's learning is further supported by This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 attending a road safety session at the local children's centre where they play with props, such as traffic lights and playing with a lollipop stick. Overall, children are cared for in child-orientated and very well resourced learning environment that

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and outcomes for children

meets the needs of all children's age, stage and abilities. 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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