Wild, Kellie

Inspection report for early years provision

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Unique reference number EY258267 Inspection date 07/02/2011 Inspector Jo Rowley

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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 registered in 2003. She lives with her partner and two children aged 10 and 16 in Sandy, Bedfordshire, close to shops, parks, schools and public transport links. The whole of the childminder's house is used for childminding and there is a first floor bedroom for children requiring undisturbed sleep. Children have access to a fully enclosed garden for outside play. The family has a fish tank.

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Description of the childminding

The childminder provides care on each weekday during term-time and school holidays. She is registered on the Early Years Register to care for a maximum of five children in the early years age range and is currently minding three children in this age group. She also offers care to children aged over five years and this provision is registered on the compulsory and voluntary parts of the Childcare Register.

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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 happy and welcoming environment. She takes effective steps to promote children's welfare through established daily routines and she has a good understanding of safeguarding procedures. The childminder generally meets the needs of children in the Early Years Foundation Stage and promotes an inclusive environment, where every child is treated equally. Children are making progress towards the early learning goals and positive links with parents' help to build sound relationships, promoting consistency. The childminder is able to demonstrate an awareness of her strengths and areas for improvement and is developing this through parent questionnaires, enabling her to be responsive to the needs of the families using her setting.

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further?

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

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further?

 develop further use of starting points, observations and assessments to plan the next steps in a child's developmental progress and incorporate those next steps into the planning to ensure that activities are tailored to the needs and abilities of individual children.

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the early years provision

The childminder has a good understanding of safeguarding procedures in order to protect children in her care. For example, she has a written safeguarding children policy in place which includes the procedure to follow if a child is lost or goes missing whilst in her care. The childminder has the required safeguarding documentation and is aware of the relevant professionals to contact if a concern is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 raised. She has devised written risk assessments, which are completed on a regular basis to promote children's safety in the home. Children are further protected as the childminder completes a risk assessment for each type of outing that children take part in. The children are learning about keeping themselves, and others, safe as they regularly practise the emergency evacuation procedure and learn how to tidy away toys so that they don't fall over and hurt themselves.

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the early years provision

The childminder has a general knowledge of the Early Years Foundation Stage and has developed friendly relationships with parents. She encourages them to share what they know about their children with daily communication and the use of daily diaries being fully encouraged. The childminder has begun to build links with local agencies, such as the preschool. The childminder has discussed topic work with staff and she is using what they learn at preschool in order for her to extend their knowledge in her care. For example, children are currently learning about space, in line with the preschool theme. All children are equally welcomed into the childminder's setting regardless of their background and a written equality, inclusion and diversity policy is in place, which is shared with parents, to ensure that no child is discriminated against, promoting inclusion. Each child is offered the same opportunities and experiences, although these are adapted to suit each child.

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the early years provision

Resources are age and stage appropriate and children are encouraged to make independent choices about their play because they can access equipment which is stored at their height in the well-equipped storage area.

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the early years provision

The childminder has some understanding of cultural differences and supports children's awareness, through discussion, of the wider society. She provides resources, such as, books and small world play to develop children's knowledge and understanding of the wider world. The childminder works effectively with parents as she keeps them up-to-date with what the children are doing in her care through daily diaries and verbal communication. Parents have completed questionnaires about the setting and they speak highly of the childminder who is taking steps to monitor and evaluate her setting. Therefore, she is able to make improvements and bring about improved outcomes for children.

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and outcomes for children

Children are happy and enjoy their time with the childminder. They make good progress in their learning because the childminder is supportive of their individual needs. Children are naturally challenged in their play as the childminder extends their learning by asking questions that encourage them to think further. For example, as one child is enjoying a matching opposites game with the childminder she picks up one half of the cards and says the dog is sad. The childminder asks if she knows why the dog might be sad and the child responds 'because he is sitting in a puddle'. The childminder tells the child that she is right and asks if she can find the card which is the opposite of sad. As the childminder pulls a smiley face the child says 'happy' and finds a matching smiley card.

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and outcomes for children

Children feel valued as the childminder listens to them and supports them as they play. Children's individual learning folders show progress through the activities and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 experiences that they take part in. Further to this the childminder completes an in- depth evaluation report on a yearly basis showing where children have developed across the six areas of learning. However, children's next steps are not incorporated within observations nor are they used to inform future planning. Therefore, children's individual learning is not effectively promoted. Children's behaviour shows that they feel safe as they happily go to the childminder for lots of spontaneous cuddles and they demonstrate that they are settled as they affectionately sit with the childminder, cuddling up to her, as she reads them a story. The children are kind to each other and have fun together, for example,

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and outcomes for children

children laugh excitedly as they tickle each other and are tickled by the childminder.

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and outcomes for children

Children are confident and secure in their environment and therefore are involved in their learning. They are developing knowledge and skills through every day opportunities, such as when they play with dolls and push chairs. They use computers and digital cameras as they develop skills for their future. Their imaginations are developing as they wear dressing up clothes and enjoy listening to 'I'm going on a bear hunt' whilst looking at the corresponding story book. Children's physical development is promoted through activites, such as, regular music and movement opportunities in the home and visits to the local park where they practise their climbing skills on the static equipment available. Children have regular and independent opportunities to access books as these are clearly stored for them to choose. Children have an appropriate awareness of personal hygiene through established daily routines and conversations about cleaning their hands to

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and outcomes for children

remove the germs. They also learn about healthy eating as the childminder offers freshly prepared homemade meals and fresh fruit for snack which helps to promote their well-being. 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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