Bownes, Andrea

Inspection report for early years provision

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Unique reference number 300313 Inspection date 15/02/2011 Inspector Lindsay Dobson

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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 has been registered since 1993. She lives with her family in Sheffield. Local shops, schools and parks are within walking distance. The whole of the ground floor is used for childminding purposes and includes the kitchen and lounge. The bathroom on the first floor is also available. There is a fully enclosed garden to the rear of the house for outdoor play. The family has a dog.

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Description of the childminding

The childminder is registered on the Early Years Register and both parts of the Childcare Register to care for a maximum of four children under eight years. There are currently six children on roll, of whom two are in the early years age range. All children attend on a part time basis.

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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 very caring and comfortable family environment for the children and acknowledges each child is unique, with their own needs and interests. She has a good knowledge and understanding of her role and responsibilities to protect children and safeguards them well. Detailed risk assessments are in place for the home, garden and outings to further promote children's safety. Children are making good progress in their overall learning and development as they enjoy activities within the home and make visits to local areas. Partnerships with parents are good and the childminder has developed links with other agencies and carers involved with the children. She has effective systems in place to evaluate her practice and is committed to continually improving the outcomes for children.

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further?

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

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further?

 develop observations and assessment systems to consistently identify and record next steps in children's learning.

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the early years provision

The childminder has an accurate, up-to-date understanding of safeguarding children issues. She has attended safeguarding training and provides parents with a detailed written policy. The childminder knows what action to take in the event of a concern arising about a child in her care. She has undertaken appropriate checks to ensure adults in the home are suitable to come into contact with children. The childminder takes effective steps to eliminate risks in the home and when taking the children on outings. For example, she routinely conducts thorough risk assessments and records these along with completing daily checks. In This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 addition, the childminder helps children to keep themselves safe by using outings as a valuable opportunity to introduce road safety. Children know what is expected of them and demonstrate a good understanding of staying safe. This is evident as

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the early years provision

they learn to tidy up some of the toys and practise the emergency evacuation procedure. Good quality interaction and well-organised routines help children to feel secure and settled within the setting.

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the early years provision

The childminder is taking positive steps towards improvement through an effective system of self-evaluation. She assesses her practice for areas of development and talks to parents and children for their valuable feedback. Positive comments from parents include, 'all areas of learning are covered with great success', 'the childminder takes children on outings to places of interest', 'I would recommend my childminder to any other parents' and 'I completely trust her with my children'. The childminder builds very good relationships with parents, as she is open and approachable, encouraging an important two-way flow of information. She offers parents daily feedback about their children's care and learning achievements, through discussion and written comments books. The childminder has established links with other providers where children attend more then one setting. This enables her to effectively share information and complement learning intentions to

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the early years provision

The childminder discusses the individual health and care needs of each child to support their care and promote an inclusive environment. She makes effective use of space and resources, supplementing this with daily walks or outings for the children as part of their overall learning and development. Children are able to make their own decisions about what they do and play with. This includes playing in the local parks, attending playgroups or going for walks in the community, which contributes to their healthy lifestyle. The effectiveness with which the childminder promotes equality and diversity is positive and is reflected in the way she helps children to feel they belong. The childminder treats children as individuals with equal concern and welcomes them warmly into her home. She is interested in what they have to say and listens to them. The resources reflecting diversity are varied and they are used effectively to encourage the children's awareness of the

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and outcomes for children

Children benefit from an affectionate relationship with the childminder who offers them plenty of praise, encouragement and support. She ensures that a wide range of activities and resources are available for children to choose from. She also provides adult-led activities, such as, going to feed the animals at the farm. The children are settled, comfortable and confident, happily engaging with visitors and talking about what they are doing. They like to count, and recognise shapes and colours as they play. The childminder promotes their skills successfully through a wide range of learning opportunities in all areas. Each child has a development file which shows their progress through observations, photographs and samples of work. However, systems are not yet fully effective as the childminder is not consistently recording and using children's identified next steps to enable her to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder actively promotes children's communication, language and literacy in many ways. More able children have labelled the toy storage boxes with words and pictures to enable the younger children to identify what is in them. The childminder has a great love of books and is a member of 'Early Reading Connects' which encourages children to have a love of language, stories and reading. To further the children's enjoyment they have free access to a good range of story books in the house and they make regular trips to the library to listen to stories and choose books. The childminder sits closely with the children on the sofa to read to them. Children choose a favourite book of 'Charlie and Lola's shapes'. They point to the shapes they recognise and in answer to the childminder's questions. Children really enjoy playing with the trains and train track. The childminder uses this activity as a good introduction to problem solving. She encourages the children

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and outcomes for children

to set up the track and work out how to fit it together so the trains can go all the way round. Children talk about straight and curved pieces and the childminder questions the children about what they will need next. Children learn about the world around them and information technology through the conversations and practical activities they take part in with the childminder. They learn how to care for animals by helping the childminder to care for her dog and enjoying the walks they take her on. The childminder shows the children how to take photographs on her camera. She sits them down and shows them how to look at the tower they have built through the lens and which buttons to press. Children are very excited as they see the results on the camera's screen.

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and outcomes for children

Children have good opportunities to develop their physical skills in the childminder's home, garden, on visits to places of interest and at community groups. They enjoy sand and water play in the garden and develop their large motor skills as they use the slide, swings and climbing fames when away from the setting. Children are supported to learn good basic hygiene skills, through the use of effective hygiene routines. They are encouraged to wash their hands before meals and snacks and after going to the toilet. The childminder offers healthy and balanced meals for all children, recording any allergies and ensuring these are fully met. Children have drinks available to them in their own cups throughout the day. The childminder clearly understands the importance of using positive strategies to support children's behaviour. She actively encourages children to share, take turns and be kind to each other. This helps to promote a happy and fun environment for

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and outcomes for children

all children. 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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