Gowlett, Samantha

Inspection report for early years provision

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Unique reference number EY357942 Inspection date 28/02/2011 Inspector Alison Edwards

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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

This childminder registered in 2007. She lives with her partner and four-year-old daughter in a terraced house close to the centre of Leicester. Children use the ground floor of the house for play, with access to the first floor bathroom as needed. There is an enclosed garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register to care for a maximum of four children aged under eight years, including two in the early years age range. There are currently five children under the age of eight on roll, including three in the early years age range. The childminder is also registered on the voluntary part of the Childcare Register to care for older children. A cat is kept as a family pet.

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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 are confident and happy in the care of this well-qualified childminder, so enabling them to enjoy their play and make good progress in their development. The childminder works well with parents to ensure there is a good shared understanding of arrangements for children's care and progress, and is establishing effective links with other early years settings which children attend. Overall, children develop a good awareness of their own and other people's individuality. The childminder has a good overview of the effectiveness of her service, and shows a clear recognition of further ways to improve the quality of provision for all children.

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further?

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

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further?

 review ways of developing further links with other early years settings which children attend in order to more fully promote continuity and progression in children's care and learning.  review further ways to help challenge children's thinking about diversity and help them embrace individual and cultural differences from an early age.

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the early years provision

Arrangements to safeguard children from harm are good. Required records regarding each child's personal, contact and care details are methodical and accessible, including permission to seek emergency medical treatment if needed. This, together with the childminder's current paediatric first aid qualification, enables her to act promptly in children's best interests in the event of any accident or sudden illness. There are clear and concise written procedures to underpin the childminder's ability to manage any emergency, such as a fire or a child going This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 missing. Systematic risk assessments are undertaken and recorded to underpin arrangements for children's safety on the premises and on outings. The childminder has attended relevant safeguarding training. She has a clear understanding of her responsibilities to liaise with relevant agencies in the event of

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the early years provision

any concerns about a child or allegation of abuse.

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the early years provision

Parent's views about the quality of the childminding service are very positive. A well-presented parents pack provides helpful information to new parents about the childminding service. This, together with a clear written contract, ensures a good shared awareness of business and care arrangements. Informative daily diaries, together with systematic and regularly reviewed developmental logs, enable the childminder to work effectively in partnership with parents to support children's developing interests and abilities. The childminder recognises the value of working closely with parents and any other relevant professionals to support the identification and inclusion of any children with special educational needs and/or disabilities. She already has regular links with other early years settings which children attend, such as nursery and reception classes. However, these are not yet used to full effect to promote a shared awareness of the next steps in children's

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the early years provision

Children are cared for in a comfortable and well-maintained family home where they begin to show care and concern for their environment as they help sort out recycling, or as they care for growing seedlings. They already make use of some good quality books and playthings reflecting aspects of different cultures, lifestyles and abilities. However, the childminder recognises that she is not yet fully confident in ways of actively promoting all children's recognition and respect for diversity from an early age. The well-qualified childminder has a clear understanding of the value of systematically reviewing the quality of her provision. She has a realistic overview of its current strengths and clearly identifies plans for further development. Consequently, she shows a good commitment to further improvement.

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and outcomes for children

There are good arrangements to promote children's health and safety. Children benefit from healthy foods, such as wholemeal sandwiches and home made shepherds pies. They enjoy selecting and preparing a wide variety of nutritious ingredients in simple cooking activities, for example, topping pizzas with fresh broccoli, tomato and peppers. The childminder effectively encourages children across the age range to extend their movement skills. For example, she actively promotes an older baby's growing interest in using various props to stand and toddle. Older children enjoy varied opportunities to extend their stamina, balance and coordination through daily walks, use of fixed climbing equipment, and participation in action songs and dancing. Children develop high levels of dexterity as they purposefully design and build with interlocking plastic bricks, or as they freely create their own drawings. The childminder encourages children to develop

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and outcomes for children

good hygiene practices in their daily routines, for example, promoting pre-school This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children's independent and effective hand washing. Secure and well-organised premises, together with the use of good quality and age-appropriate play materials, enable children to safely develop their purposeful play. For example, a safety gate is used to manage children's access between the two ground floor play rooms, enabling younger children to play safely in one area whilst older children use smaller puzzle or construction pieces in the other. The childminder actively promotes children's awareness of how to act safely in daily routines or in potential emergencies. For example, she encourages children to think and talk about aspects of road safety, and about what to do in the event of the smoke alarm going off. Children learn how to use items such as small knives to spread

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and outcomes for children

sandwiches and chop bananas. They safely explore more complex tools in pretend play. For example, they use toy drills in work shop role play and discuss the benefits of obtaining goggles to protect their eyes.

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and outcomes for children

Children develop a strong sense of security and belonging in this welcoming environment. For example, they take pleasure in recognising and talking about themselves, their friends, and their experiences as they enjoy looking at captioned photographs with the childminder. Children show high levels of independence and concentration in their play, for example, as they purposefully design and build a boat with interlocking bricks and play people. The childminder has a good overview of the six areas of learning identified within the Early Years Foundation Stage and makes good use of observations and assessments to track individual children's progress and to identify the next steps in their development. This enables her to plan and provide a varied range of practical play activities to help them establish a good basis for their future skills. For example, children learn about two- and three- dimensional shapes and sizes as they wrap up pretend Christmas presents. They

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and outcomes for children

compare and combine numbers as they enjoy counting songs and rhymes. Children develop a strong interest in books from an early age, for example, as a baby enjoys turning the pages of a board book and vocalises and points as the childminder describes the pictures. Older children develop purposeful mark making skills in their independent drawings, or as they use notepads and pencils in pretend cafe or shop play. Children develop familiarity with everyday technology, for example when babies investigate the switches and levers on cause and effect toys, or when older children purposefully use items such as cameras, mobile phones, swipe card tills and keyboards in pretend play. Children explore and investigate the world around them as they create monster footprints in fresh snow, or as they compare and mix ingredients in simple baking activities. They enjoy looking at old photographs of familiar people to compare the past and present, and

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and outcomes for children

enjoy visits to interactive events, such as dressing up sessions, at local museums. Children across the age range enjoy moving rhythmically to different music and action songs. They develop their imaginations as they act out experiences in simple role play. They enjoy exploring the textures and appearance of a wide range of natural materials, for example as they collect and arrange items such as pine cones, twigs and stones. 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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