Dickens, Melissa Jane

Inspection report for early years provision

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Unique reference number EY356034 Inspection date 28/02/2011 Inspector Denise Smith

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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 2007. She lives with her husband and four children aged, two, eight, 11 and 15 in the Lodge Park area of Corby. The whole of the childminder's house may be used for childminding purposes. Children have access to 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 five children at any one time, of these no more than two may be in the early years age range. She is currently minding two children in this age group who attend on a full- and part- time basis. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She currently cares for two children in this older age range.

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Description of the childminding

The childminder drives and walks to the local school and attends local groups. The family has a guinea pig. 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 provides a welcoming environment for all children where they are kept safe and their welfare generally supported. She ensures that their individual needs are identified and well met. Partnerships with parents are positive and procedures ensure that they are kept well-informed about their children's care and learning. Children enjoy their time at the setting and the childminder actively engages with them, helping them to make good progress in their learning and development. The childminder keeps up-to-date with early years through the attendance of training and has effective systems in place to evaluate her practice and continually improve outcomes for children.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 promote the good health of the children and take necessary steps to prevent the spread of infection, this relates to snack time and children consistently washing their hands prior to eating and being reminded to remain seated while eating to promote their safety. 31/03/2011

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further?

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

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further?

 ensure the observation of children's achievements are undertaken more This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 frequently and the identified next steps of learning consistently feed into the planning process.

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the early years provision

The childminder has a clear knowledge and understanding of safeguarding issues and recognises her role and responsibilities in keeping children safe from harm. Children's welfare, care and safety are mostly promoted well. All of the required documentation is in place for the safe and efficient running of the setting. Clear policies and procedures outline the important aspects of the service and are shared with parents so they are fully informed. The childminder's professional and friendly approach to maintaining effective partnerships with parents ensures that the care she provides for children is consistently promoted. There are good systems in place to share information and keep parents informed about their children's care and progress, through daily discussion and the sharing of children's records. Detailed information is gathered from parents about the child's care, routine and preferences when they start so that the childminder can care for them effectively.

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the early years provision

The childminder is fully aware of the benefits of working collaboratively with other providers of the early years foundation stage so that the services complement each other.

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the early years provision

Children are able to move freely around the premises because the childminder takes effective steps to minimise hazards and supervises them at all times. For example, care is taken to encourage the children to help tidy up prior to them pushing the doll's buggies around indoors so they do not trip or break the toys they had previously been playing with. Daily safety checks are undertaken and comprehensive risk assessments of the premises, garden and any outings that the children participate in are recorded. This ensures that the premises and activities are safe and suitable for the children. The childminder values each child as an individual and supports children's developing understanding of difference. Her resources, which are all self-accessible for children, are reflective of our multi- cultural society and include resources which reflect disability.

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the early years provision

The childminder has undertaken a process of self-evaluation which has helped her to identify her strengths and areas for development. The childminder is keen to develop her skills and knowledge to continually raise standards and improve the outcomes for children.

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and outcomes for children

Children have good opportunities to help them make steady progress in their learning and development through a balanced range of activities and resources. The childminder clearly knows the individual children well and makes observations of them as they play, which are shown to parents. Assessment records include evidence of children's work, observations and photographs. However, these This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 assessments are not recorded and evaluated frequently enough to totally support the childminder in her planning for the children's next steps of learning. Activities are, however, varied and fun and are successful in supporting children's progress as they are based on children's interests. Children have easy access to resources and they are able to select from low-level shelves and cupboards, encouraging them to make choices and support their independence.

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and outcomes for children

Children thoroughly enjoy their time with the childminder and have developed warm, affectionate relationships with her. This contributes to their sense of belonging and gives them confidence and security to explore their environment. Children benefit from consistent daily routines which help them settle and feel secure. The childminder offers them good support during their play and learning, encouraging them to develop and extend their skills. For example, young children develop their language skills because the childminder involves them in lots of conversation. She models correct language as they attempt to copy sounds and words without discouraging their efforts. Children learn about keeping themselves safe through routines and discussions, they learn how to cross the road safely and how to evacuate the home because they practise fire drills regularly.

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and outcomes for children

All children are treated with equal concern and respected individually. They have daily access to a range of play resources and books which provide positive images of diversity and disability. They learn about the local community through regular outings where opportunities to learn about differences and the wider world are provided. They go on trips further away, for example, to the farm where they go for a walk around the nature trail and have a picnic in addition to seeing the animals. They socialise with other children at the many groups the childminder attends.

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and outcomes for children

Children have fun with musical instruments. For example, a child clashes symbols together and laughs and repeats the action as the childminder pretends to cover her ears. Children develop their pre-reading and writing skills as they share books and make marks in a variety of ways. For example, they paint and print their hands on large rolls of paper in the garden. Children develop an understanding of technology as they play. For example, as they use simple laptops and electronic toys. They post balls into a musical toy and learn that they can eject these when it is full, making them laugh. Children initiate their own play and have opportunities to be creative, engaging in pretend play with the dolls and the farm set.

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and outcomes for children

Children learn about healthy foods and enjoy the range which is provided for them, although they do not consistently wash their hands prior to snack time and are not consistently reminded to stay seated whilst eating which potentially impacts on their health. They have easy access to drinks to ensure they remain hydrated. Children tend plants and make hanging baskets, encouraging them to investigate and explore the natural world. They interact well with each other behave well learning good manners as they play. 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 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 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 3 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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