Childminder in HaltonOfsted inspection, 23 Feb 2011

Inspection report for early years provision

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Unique reference number 303382 Inspection date 23/02/2011 Inspector Julie Firth

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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 2000. She lives with her adult son in Widnes. The whole of the ground floor is used for childminding which includes lounge/dining area and the playroom. There is a fully enclosed garden for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of six children aged under eight years at any one time and there are currently five children on roll who attend for a variety of sessions; of these, five are in the early years age range. The setting is registered on the Early Years Register, and also the compulsory and voluntary parts of the Childcare Register to allow the childminder to care for older children.

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Description of the childminding

The childminder collects children from the local school and attends the local groups.

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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 promotes children's welfare and learning well. She displays a good knowledge of the Early Years Foundation Stage which underpins the positive outcomes children experience in their learning and development. Good systems are in place in relation to planning and assessment. Consequently, children are happy, secure and make good progress in the inclusive, welcoming environment. The childminder has a good, successful partnership with parents, they are consulted and kept very well informed of their children's daily routine, care and learning. She makes links with the local agencies to promote continuity of care, however, liasion with the local nursery school where children in her care attend is not yet in place. She is aware of her strengths and weaknessess but self-evaluation is not fully developed.

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further?

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

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further?

 use self-evaluation effectively to monitor and review practice in the setting  develop links with the local school where education is provided to enhance continuity of care.

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the early years provision

The childminder has a good understanding of safeguarding issues and keeps up- to-date with training. She is confident in her role and responsibility to protect children in her care. The childminder's home is stimulating and this enables This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children to actively participate in a good range of opportunities and experiences which foster their initiative, independence and confidence. Defined areas, such as, writing, investigation and construction in the playroom, which enable children to consolidate their learning, toys and equipment are accessible and well-maintained.

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the early years provision

Children enjoy a very good balance of child-initiated learning which is well supported by the childminder. The daily routine promotes children's welfare and meets their individual needs well. All documentation is in place and there are written policies and procedures that positively promote children's health, safety, achievement, enjoyment and ability to make a positive contribution. The childminder is committed and enthusiastic and continually strives to improve the good service she offers. She is skilled in ensuring that she provides a fully inclusive environment that makes parents and children feel very secure and welcome. She adapts her activities well to enable children with special educational needs and disabilities to reach their full potential and have fun.

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the early years provision

Parents value the consistent, good care and standards of the childminder. She has established positive relationships with them and a strong shared understanding from an early stage. She meets with them regularly and explains what activities their children are involved in. She maintains individual learning journeys for them to observe and they can comment on how much progress their children are making.

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the early years provision

She has started to make links with other agencies, she discusses development with the portage worker and visits the local Sure Start centre. However, as children have recently started the local nursery school, no links are in place to enhance continuity of education. She attends training to further develop her childcare practices and enhance her knowledge of the Early Years Foundation Stage. She is aware of her strengths and weaknessess. However, self-evaluation is not used effectively to enable her to reflect on the outcomes for children.

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and outcomes for children

The childminder has a good understanding of the Early Years Foundation Stage and she clearly links planning to all areas of the curriculum. She observes children during play, identifies their next steps of learning and links to short term planning. Furthermore, the childminder stretches them during activities which results in happy, motivated learners. The childminder establishes good children's starting points and interests with parents which helps the children to settle very well. She tracks children's development and and ongoing assessments monitor the good progress they are making.

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and outcomes for children

There is a very strong emphasis on independence and children are encouraged to access their own drinks, tidy up after the session and learn to dress themselves. They are encouraged to make friends and play well alongside their peers. Children learn how to pull levers and use programmable toys from a very early age. They explore cause and effect as they realise that they can push a button or turn a knob and lights flash or music plays. Young children are eager to talk to visitors with This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 great delight about their positive experiences with the childminder. They enjoy making their own place mat during Chinese New Year. This and a wealth of other celebrations and resources gives them a good awareness of diversity. The childminder ensures children enjoy lots of good first-hand experiences when out in the community and during visits to the local children's centre. They use public

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and outcomes for children

transport as they take a train ride to Liverpool with the childminder.

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and outcomes for children

Children have good opportunities to see examples of everyday print and to learn that print has meaning throughout the setting. All toys are labelled and enable children to freely choose what they want to play with. Story sacks and visits to the library enable children to read and learn in a fun way. There are lots of opportunities for making marks and learning how to hold a pencil correctly. Children learn to count well, calculate and problem solve throughout their daily routine. They use language, such as, heavy and light, recognise shapes and a variety of games and puzzles help them to recognise colours. They have opportunities to access a wide range of media. Lots of photographic evidence demonstrates children pouring and sinking objects in water and sand and feeling different textures, such as, play dough, paint, glitter and glue. Children participate in role play, such as, the home corner and dress up. Their physical skills and

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and outcomes for children

coordination are developed well as the childminder encourages and promotes outdoor play and exercise. Children have very good opportunities to climb and balance using large equipment in the garden.

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and outcomes for children

Children's health is well promoted. The premises are clean and good discussions take place about the importance of washing hands and using the hand gel which helps to develop children's awareness of the concepts of effective hygiene routines. Children take part in activities around health and posters are clearly displayed around the bathroom.They enjoy good homemade healthy meals and snacks and mealtimes are promoted as a time to share news and listen to others. Written menus are displayed and children have access to drinks at all times.

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and outcomes for children

From an early age children learn the importance of sharing and taking turns. Good behaviour is displayed and the frequent use of praise helps children feel good about them. The childminder is a good role model to the children and speaks quietly to them. The premises are safe and secure and both inside and outside are subject to rigorous risk assessments. Children are encouraged to keep themselves safe. They are constantly reminded to be careful when playing outside and a wealth of activities around road safety and house dangers reminds children of safety issues whilst having fun. A detailed fire policy is displayed. They regular practise the fire drill and the event is recorded in detail. This gives them a very good awareness in the event of an emergency. 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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