Blitz, Lorna Frances

Inspection report for early years provision

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Unique reference number EY412826 Inspection date 11/01/2011 Inspector Jayne Rooke

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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 2010 and occasionally works with a registered assistant. She lives with her husband and two children aged 6 and 2 years in Birstall, Leicestershire. The whole of the property is used for childminding, except for the office bedroom on the first floor. There is a fully enclosed garden available for outside play. The childminder takes and collects children from local schools and pre-schools.

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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 whom no more than two may be in the early years age range. There are currently two children attending who are within the Early Years Foundation Stage age range. The childminder also offers care to three children aged over five to six years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder has procedures in place to support children with special educational needs and/or disabilities and children who speak English as an additional language. She is a member of a recognised childminding association.

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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 enjoy a stimulating and varied range of play and learning experiences in a well-organised and welcoming environment, both indoors and outside. Their individual progress is clearly and effectively monitored throughout most areas of the Early Years Foundation Stage programme. The childminder is beginning to develop her knowledge and understanding of supporting children's cultural background and home language. The childminder is enthusiastic and highly committed to providing good quality care and learning for all children, with meticulous regard to health and hygiene. She builds positive and trusting partnerships with parents, carers and other professionals, ensuring children receive consistent and complementary care. Self-review systems are used well to promote improvement through continuous evaluation and professional development.

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further?

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

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further?

 improve the use of observations and assessments to clarify learning priorities for each child  develop further knowledge and understanding of supporting children's cultural background and home language. 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 protected from harm and neglect as the childminder is clear about safeguarding policies and procedures. All of the necessary vetting procedures have been completed for the childminder and other adults who may care for children in the household. The childminder is attentive to children's safety and is vigilant about security, noting the identity of visitors in her record book. She has devised an effective emergency evacuation procedure and ensures that all children are involved in a regular fire drill. Risk assessments are thorough and cover all aspects of the provision, including the equipment children use and for each outing. This minimises risks to children. Children's safety is further enhanced by a series of daily checks and close supervision, which ensure that they can move around freely and play safely at all times.

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the early years provision

The childminder is highly committed to professional training and development. She uses her knowledge, skills and experience well to ensure that children are cared for and supported well in all aspects of their care learning and play. She continually reviews and evaluates her performance and professional development through effective self-evaluation. As a result, she successfully identifies her key strengths and any areas for improvement. This leads her towards further training to enhance her knowledge and skills, particularly regarding equality and diversity. Resources and activities are carefully planned and organised to develop children's knowledge and understanding of diverse communities, cultural traditions and beliefs and disabilities. However, the childminder is less confident in her knowledge of how to support children's cultural background and home language. She maintains good contacts with other childcare and health professionals to ensure that children with

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the early years provision

identified needs receive appropriate and sensitive support at an early stage. She maintains good links with local schools and pre-schools to promote a smooth transition for children moving into other settings and into full-time education.

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the early years provision

The childminder builds close and trusting relationships with each child's parent and carer. She actively invites parents to share their views and suggestions, which extends opportunities for them to become engaged in their child's care and learning. Comments noted from parents in the childminder's 'satisfaction questionnaire' show that they are very happy with the care and service provided. They state that their children are happy, settled and make good progress in their learning as a result of the childminder's support and involvement.

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the early years provision

All of the necessary signed consents are in place to support children's welfare, including written information about parental responsibility. Records, are stored securely and confidentiality is maintained. Comprehensive written policies are in place. These cover all aspects of the provision, including complaints and safeguarding procedures. Documents are reviewed regularly to ensure that they are consistent with current regulations and guidelines.

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the early years provision

General information about the provision, forthcoming events and childcare activities is prominently and attractively displayed in the entrance hall and play areas. This ensures that parents are kept up-to-date with what their children are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 doing and encourages them to support their child's learning at home. It also offers many opportunities for children to become actively involved in planning and decision making about the day's activities and other events.

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and outcomes for children

Children are welcomed and greeted on arrival which makes them feel valued and special. They choose to play with a stimulating range of resources which help them to develop their speech and language through role play. The childminder's positive interaction in their play encourages them to talk about different food types in the play shop and to work out how the cash till works. Younger children mimic familiar domestic scenes in their imaginative play as they feed the dolls and become engrossed in the 'ironing'. The childminder sensitively intervenes in young children's play when they demonstrate a range of emotions as they learn how to share and take turns. She gives them time for solitary play, as well as encouraging them to play together, and responds with affection when young children need quiet time and cuddles.

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and outcomes for children

Children are encouraged to make choices and decisions for themselves from an early age. They are keen to add picture labels to a display board to show what type of activities, toys and equipment they will use for the day's play and planned activities. The board is also used as a focus for self-registration and discussion about the weather and the seasons. This helps children to understand the meaning and purpose of their activities and routines and also enables parents to become involved in their daily events and learning.

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and outcomes for children

Children's development and progress is closely mapped and monitored through effective observation and assessment systems. The childminder makes good use of the information obtained to ensure activity plans are well developed and to show how the individual needs of each child are supported. She sets out the 'next steps' to enhance children's learning but does not always clearly identify learning priorities for each child. This potentially minimises opportunities to extend children's learning and development. Personalised learning journey records show that children receive lots of positive praise and reward for their achievements. This boosts children's confidence and self-esteem and inspires them to learn.

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and outcomes for children

The childminder skilfully plans and provides a varied selection of activities which offer children a broad range of interest and ongoing challenge across each area of learning. As a result, children are actively engaged in purposeful and meaningful play and learning experiences. For example, children learn to write and draw using a variety of media and materials. They use crayons to make marks on paper and progress to pencils and pens as they learn how to draw around their hands and other stencils to make different shapes. They are keen to talk about their own experiences, such as a favourite holiday, and are encouraged to write and talk about what they have done and seen. They become aware of people in their local community and thoroughly enjoy collecting letters at the door when they are delivered by their local postman. The childminder skilfully uses this opportunity to encourage children's spontaneous conversation about past and present events.

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 She takes time to provide explanations to younger children about people's different likes and dislikes, such as, the types of spicy food people from other cultures like to eat. She responds very well to children's inquisitiveness about different people in the world and their homes. This helps children to extend their knowledge of the wider world and to value and appreciate people's differences and similarities. However, the childminder is less confident in her knowledge and understanding of how to support children who may have English as another language. Consequently, she is addressing this area through further training.

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and outcomes for children

The childminder plans and conducts successful activities which demonstrate good levels of interaction with the children. During a baking activity, she clearly explains the cooking process, helping young children to sort out and mix the ingredients to make flapjacks for a 'picnic' to share with the older children after school. Young children learn how to handle cooking utensils and measuring equipment in a safe and supportive environment which develops their interest and skills. They learn how to keep themselves safe as they are encouraged to keep away from the cooker when it is hot and to stand carefully on the chair to reach the kitchen work surface. Children are encouraged to think and talk about weight and measurement and to count the number of spoonfuls of ingredients as they add the mixture to the bowl. Children are engaged in humorous conversation as they refer to using 'daddy's porridge oats'. They receive good levels of adult support, enabling them

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and outcomes for children

to become inquisitive learners. They watch how butter melts and changes shape and consistency and learn how to manage simple tasks independently. Older children create individual candle decorations from salt dough. The childminder skilfully enables them to mix the ingredients and create and paint their own designs. They learn how to handle simple tools as they make a variety of shapes and patterns with pastry cutters. The childminder successfully adapts activities to ensure that babies and younger children are included in creative and sensory play. As a result, they enjoy handling and moulding dough to make buns for their snack time. Children's investigative and sensory play is further enhanced as they engage in 'pasta play'. Young children confidently stir and whisk dried ingredients into a pan. They use their hands to transfer objects from a pan to a cup and enjoy exploring the texture of dried pasta during their free play.

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and outcomes for children

Children learn about good health and hygiene as they wash their hands in preparation for handling food ingredients and before their meals and snacks. The childminder and children wear protective clothing to prevent the spread of infection. Excellent hygiene practices are further enhanced during hand washing routines. The childminder and her assistant have devised an innovative and unique towel dispenser system which enables younger and older children to help themselves to a clean child-sized cloth each time they dry their hands. This promotes their independence and helps them to develop a good understanding of how to keep themselves clean. Children's healthy growth and development is supported exceptionally well. The childminder draws on her professional expertise in the handling and preparation of healthy, nutritious meals and has achieved a three star award from the local authority for her excellent attention to good

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and outcomes for children

hygiene practices. Children are physically active indoors and outside throughout the year which helps them to enjoy regular fresh air and exercise. They take part in growing and planting projects and are actively involved in recycling paper and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 waste materials within the home. This helps them to develop responsibility for the care of their environment, which stands them in good stead for the future. 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 1 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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