Bracey Deborah

Inspection report for early years provision

p.1

Unique reference number EY252480 Inspection date 10/02/2011 Inspector Susan Marriott

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2003 and holds a recognised childcare qualification. She lives with her three children aged 13 years, nine years and five years in a house in Leighton Buzzard. The childminder uses the ground floor of the property for main childminding activities, two bedrooms and a bathroom upstairs and toilet facilities are also available on the ground floor. There is a fully enclosed garden for outside play. The family has a large pet dog that has restricted access when minded children are present. The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding three children in the early years age group. This provision is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is a member of the National Childminding Association.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children are warmly welcomed into this child-friendly, family environment where the childminder promotes most aspects of children's care and education in a suitably inclusive manner. Each child is valued as a unique individual and children make good progress in their learning and development. Observation and assessment systems are in place but these are not yet sufficiently linked to the Early Years Foundation Stage. The childminder builds strong relationships with parents to underpin children's welfare. She has not yet begun to use self- evaluation as a process for identifying strengths and weaknesses in her provision to support continuous improvement.

p.4

further?

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

p.4

further?

 link planning, assessment and learning priorities to secure children's good progress towards the early learning goals, for example, through the use of the criteria in the Practice Guidance for the Early Years Foundation Stage  develop a culture of reflective practice and self-evaluation to identify strengths and priorities for development that will improve the quality of provision for all children.

p.4

the early years provision

Children experience a good quality of care and education in this childminding setting. The childminder has worked hard to develop clearly written policies and procedures and all required written records, to underpin the safe and effective This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 management of the service. Children's welfare is promoted well because the childminder has a good understanding of her responsibilities relating to safeguarding children. This is supported by recent training and a practical written procedure which enables her to identify any child at risk of harm and take appropriate action. All adult household members are appropriately checked and deemed suitable to be in contact with children. Comprehensive risk assessments are in place and effective action is taken to manage or eliminate risks for children.

p.4

the early years provision

Children make good progress in their learning and achieve well because the childminder makes good use of resources. Her home is welcoming and resources are well-organised and accessible, enabling children to make independent choices about their play. The childminder supplements play with planned activities and visits outside the home. The childminder's good understanding of anti- discrimination means that she provides a service which is inclusive for all children and their families. She ensures that she understands and responds to, each child's individual needs, background, cultures and beliefs. She uses this knowledge when she encourages children to recognise differences, offering them experiences and information about other ways of life and encouraging them to respect diversity. For example, children have recently tasted egg fried rice, prawn crackers and sweet and sour chicken to acknowledge Chinese New Year.

p.5

the early years provision

The childminder has good partnerships with parents and carers. She has a very good professional relationship with the parents, attributable to her friendly and business-like approach to childminding. The childminder is aware of the requirement to develop partnership working with other agencies but this is not relevant to the children currently being minded. The childminder uses her life experience to ensure that children who have additional development needs are identified and are offered appropriate activities and learning opportunities. She demonstrates enthusiasm for her work and is sufficiently motivated to continue to make changes that improve the outcomes for children. The childminder has taken relevant action to meet the recommendations raised at her last inspection and this has improved the quality of care for children. The childminder has not yet begun to complete a system of self-evaluation to monitor her practice, to identify any areas

p.5

the early years provision

for improvement and sustain continuous improvement.

p.5

and outcomes for children

The childminder is an experienced mother and has a good knowledge of child development which is underpinned by professional training and qualifications. She capably draws the learning from child-led interests and play, sustaining competent levels of interaction with the children which develops positive attitudes to learning. Children enjoy a very child-centred environment which is tailored to meet their individual needs. Activities and toys are available for the children to select and offer both stimulation and challenge across the six areas of learning. The childminder asks lots of gentle questions to ascertain children's knowledge. They willingly show what they can do and name colours, parts of body and various fruits and vegetables, illustrated in books and on posters. The childminder provides new This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 vocabulary, such as, 'pineapple' and often repeats words so that children can

p.5

and outcomes for children

internalise their learning. Children learn through self-chosen everyday activities because the childminder supports their play well. For example, she encourages them to count how many bricks they can stack, one on top of another. She reads books on request and sustains continuous commentary, extending children's language and ensuring that all children can join in appropriately. For example, she asks 'do you know what that is?' 'yes, it's a camel' and responds willingly to requests to read the same book over and over again.

p.6

and outcomes for children

Children have plentiful opportunities to develop their physical skills because the weekly routine includes daily opportunities to play in the garden. The childminder walks to the local town centre and encourages children to walk for the last part of the journey. This ensures that children get outside in the fresh air and have daily exercise to develop their general fitness. Children enjoy an extended range of play activities and develop their social skills with other children as they visit appropriate toddler groups and soft play centres with their childminder. The childminder informally observes the children whilst playing and compiles a scrapbook of photographic evidence and narrative observations of children's learning. She links her observations to the areas of learning and their various aspects, using coloured stickers and sharing her assessment of their learning with parents and carers. However, she is not linking her comments to the 'Development matters' criteria to

p.6

and outcomes for children

secure and progress learning effectively. Her system does not enable her to readily identify the next steps in children's learning.

p.6

and outcomes for children

Children are becoming aware of healthy lifestyles and the relevance of hygiene practices. Ongoing discussions mean that young children understand the importance of daily practices, such as, washing their hands before snacks and meals. Anti-bacterial gel is always available to maintain hygiene levels where soap and water is unavailable. Suitable documentation is maintained relating to accidents, medication and incidents and clear procedures are in place, protecting the children's health and well-being. The childminder weaves discussion about staying safe into her daily routine. For example, she points out to young children that sitting still on the chair at the snack table is necessary to avoid falling off the chair and potentially banging heads. She supplies a meaningful explanation about too many toys being a tripping danger and points out that the toys might be damaged if stood upon, effectively promoting children's awareness of keeping

p.6

and outcomes for children

themselves safe and respect for their environment and belongings. Children's behaviour is managed very well and effective strategies ensure their social, physical and economic well-being are met. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.8