Wilson, Melanie

Inspection report for early years provision

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Unique reference number 307629 Inspection date 21/02/2011 Inspector Michele Villiers

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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 1992. She lives with her seven year old child in Rufford, West Lancashire. The whole of the ground floor is used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect 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 five children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently five children attending who are within the Early Years Foundation Stage, all of whom attend on a part-time basis. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The children are settled and play in a welcoming and inclusive environment. They benefit from the huge range of toys made available and make good progress in their learning and development. The childminder has recently introduced some suitable systems to monitor their progress. Information is shared with parents and effective links have been forged with other provisions that children attend. Appropriate health and safety measures are in place and daily checks help to minimise any potential hazards. The childminder demonstrates a commitment to continuous improvement and uses some forms of self-evaluation to identify areas for improvement.

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further?

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

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further?

 ensure fire evacuation drills are recorded in order to identify any problems encountered and how they were resolved  build on the systems used for obtaining initial information about the children's abilities when they first start through regular two-way flow of information with parents  effectively use self-evaluation to identify areas for improvement and meaningfully involve parents and carers and use as a basis of ongoing internal review.

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the early years provision

The childminder is knowledgeable about child protection and safeguarding issues. She has completed relevant training and has devised a written safeguarding policy which is shared with parents and used for reference. The home is suitably This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 maintained and appropriate systems are in place to minimise cross-infection. Regular checks are conducted on the premises and prior to outings, helping to protect children from harm. The children practise the fire drill procedure with the childminder However, the information has not been recorded to evidence that no problems were encountered. The childminder has devised a range of written policies and procedures for effective management. Toys and resources are deployed well, attributing to the promotion of the children's independence.

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the early years provision

The childminder endeavours to improve her skills to provide better outcomes for children. She has attended training on new initiatives and has purchased more toys reflecting diversity in order to meet previous recommendations. She works closely with parents and carers to obtain their children's individual requirements, preferences and interests. Letters from parents evidence their satisfaction, with comments such as 'my child is in a loving, caring and safe environment'. Close links have been forged with other settings that children attend in order to oversee continuity of care. The childminder evaluates her provision through observation of the children and discussion with parents. However, she has not yet fully embedded a self-evaluation process, in order to use as a basis of ongoing review.

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and outcomes for children

The childminder is very enthusiastic in her approach and consequently children are happy and benefit from the affectionate relationships they build. They enjoy a wide range of activities and the motivating support from the childminder helps children make good progress in their learning and key skills for the future. The children develop a strong sense of belonging and confidently explore their environment. Activities are very much based on the children's interests with a good balance of free play and adult-directed learning.

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and outcomes for children

Observation is used to monitor the children's progress. The childminder records their achievements and next steps with links to the areas of learning in individual files. Future activities are then planned in order to promote their next steps. The childminder is knowledgeable about each child's abilities. However, the information about their achievements when they first start is not always used effectively to form part of the children's initial profiles.

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and outcomes for children

The children's language and literacy skills are fostered well. They access an excellent range of books and story sacks with supporting materials to motivate and enhance their learning. The childminder constantly talks to children, using repetitive language. The children practise their emerging writing skills as they draw and make patterns using paint. Their mathematical skills are well promoted. They play number board games and complete puzzles depicting written numerals. Young children count in numerical order during play.

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and outcomes for children

Interesting activities help children to learn about and care for their environment. For example, they grow potatoes and tomatoes during the summer months, and on outings feed the ducks. They learn about the different seasons and grow large sunflowers in the garden, measuring their height. Some toys help children to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 respect diversity and differences. They play with ethnic dolls, play people with walking aids, and books reflecting positive images of race, culture and gender. The children explore their senses as they examine different objects displayed in treasure baskets. They feel the textures of rough and smooth items, and delight in colourful objects that light up and create different visual effects. They access many programmable toys, helping them to become aware of technology.

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and outcomes for children

The children's health is satisfactorily promoted. They sleep or rest in accordance with their individual needs and have regular opportunities to play outside in the fresh air which contributes to a healthy lifestyle. They learn about personal hygiene, washing their hands at appropriate times in order to help minimise cross- infection. Parents provide packed lunches with suitably nutritious food which is balanced with snacks of fresh fruit throughout the day. The children learn about safety. During play they are reminded to be careful, and on outings they become aware of road safety. They enjoy dressing up as police, firefighters and doctors and nurses, learning about people who help us. 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 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 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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