Peters, Joanne

Inspection report for early years provision

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Unique reference number EY331601 Inspection date 23/02/2011 Inspector Ann Cozzi

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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 2006. She lives with her husband and two children aged five and seven years in a house in Brentwood, Essex. The childminder uses the whole of the property for childminding activities and toilet facilities are available on the ground floor. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of four 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 family have two cats, a rabbit and a hamster as pets.

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Description of the childminding

The childminder is a member of the National Childminding Association and the local childminding network.

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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 has developed a clear understanding of each child's needs. This makes sure that she effectively promotes their welfare and learning. Children are safe and secure in this setting and have plenty of opportunity to find out about their local area and the wider world around them. Partnerships with parents and other partners are good, helping to promote continuity of care and support children's learning and development. Children progress well given their age, ability and starting points. The childminder uses self-evaluation as a continuing process for identifying strengths and weaknesses in her provision to support continuous improvement.

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further?

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

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further?

 improve the frequency of observations to ensure that learning priorities for each child are consistently identified.

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the early years provision

Safeguarding systems are robust and implemented by the childminder in practice. She has recently completed safeguarding training which ensures that she has an up-to-date knowledge and understanding of her responsibility in law. As a consequence, she knows how to make a referral should she have a child protection This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 concern. There are a wide range of personalised written policies and procedures in place which, assist the childminder to carefully manage the safe day to day running of her provision. Clear and effective written risk assessments demonstrate how all child accessible areas of the home are made safe. Records, contracts and consent forms, required by legislation, are all in place and are maintained. This includes records of children's hours of attendance which means that the childminder is able to safely account for all children in her care at any time. The

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the early years provision

childminder is able to provide appropriate care to children in the event of an accident. This is because she has undertaken paediatric first aid and has an up-to- date qualification in place. The childminder organises the environment and resources in a way which effectively supports children's developing independent skills.

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the early years provision

The childminder has developed good partnerships with parents. She has achieved this by ensuring that all appropriate information about their child is shared on a regular basis. This assists her to promote continuity of care as children move between their home and hers. The childminder ensures that equality and diversity are promoted by her to help support children's growing awareness of others in the wider world. For example, celebrating a variety of cultural festivals, trips out in the local community and attending local toddler groups. There is no bias in the childminders practice in relation to gender, race or disability.

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the early years provision

The childminder continuously reflects on her provision, for example, she seeks the views of parents and holds regular discussions linked to good practice with other local childminders and her development worker. She uses this information successfully to identify her strengths and areas for future development that will lead to the continuous progression of her service. For example, since her last inspection the childminder has gained an appropriate early years level 3 National Vocational Qualification in Home-based Childcare. The childminder strives to ensure her provision is sustainable.

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and outcomes for children

Children are provided with sensitive support in this warm family environment. The childminder demonstrates a good knowledge and understanding of the learning and development requirements and guidance for the Early Years Foundation Stage. Therefore, children make good progress towards the six early learning goals. There are systems in place to observe and assess each child's progress. Although at times there is a minor weakness in the frequency of observations to ensure that learning priorities for each child are consistently identified. As a result the planning of some activities may not always be securely based on children's individual next steps in learning.

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and outcomes for children

Children's participation is promoted because the childminder ensures that when planning, each child's interests are taken into account. As a result children happily self-select from a wide range of good quality toys and resources. This shows they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are beginning to develop a positive attitude to learning. Children are encouraged to make good progress in communicating, literacy, numeracy and skills relating to information and communication technology. For example, they demonstrate that they understand simple sentences as they respond to instructions such as getting themselves ready for snacks. They listen to and enjoy repeating words or phrases, for example, they mimic the childminder and an older child naming some of the fruit on offer at snack time. Very young children clearly and confidently indicate their own needs, for example, when the childminder asks them if they would like

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and outcomes for children

some snacks they point to their tummy to let her know that they would like some. Children enjoy helping to prepare snacks, they choose which fruits they would like and supported by the childminder they successfully name each one. Children are beginning to use tools and materials for a particular purpose, for example, they are provided with a blunt child sized knife and high levels of adult supervision as they cut up soft fruit. They enjoy undertaking this activity as they problem solve working out how to cut each segment of their Satsuma. Children have lots of fun playing with battery operated toys, they squeal with delight as they accidentally press a button which activates movement and sound from a baby doll. They excitedly show others what has happened and invite them to join in with their game. Children's understanding of the wider world is demonstrated through their play as they create real and imagined experiences, for example, whilst taking part

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and outcomes for children

in role play they very carefully place a doll into a toy pushchair laying down to sleep.

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and outcomes for children

Children learn about keeping themselves and others safe through recognized routines, for example, how to leave the house safely when practising the fire evacuation procedure. They also learn about road safety whilst out and about in the local community with the childminder. Children demonstrate that they feel safe in the care of the childminder as, for example, without hesitation they seek her out for reassurance or comfort. Children are becoming aware of boundaries within the home and those of acceptable behaviour, for example, as they help the childminder to tidy away resources before getting out more.

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and outcomes for children

Children are provided with learning opportunities which promote their awareness about healthy lifestyles. For example, they are encouraged to adopt good personal hygiene routines such as washing their hands before eating food. Children develop their understanding about importance of healthy eating through the provision of a balanced range of meals and snacks. They enjoy a wide range of physical activities, both indoors and when outside, increasing their understanding about the importance of regular exercise. Children are able to relax or be active according to their individual needs. 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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