Elvin, Penny

Inspection report for early years provision

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Unique reference number 300590 Inspection date 11/03/2011 Inspector Helen Blackburn

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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 1999. She lives with her husband and two children aged nine and seven years in the Wadsley area of Sheffield. There are shops, parks, schools and public transport links in the local area. The whole of the ground floor and first floor bedrooms of the childminder's home is used for childminding purposes. There is a fully enclosed garden for outdoor play. The childminder has a dog, lizard and tropical fish as pets.

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Description of the childminding

The childminder is registered on the Early Years Register and she can care for a maximum of five children under eight years at any one time, no more than three of which may be in the early years age range. She is currently minding one child in the early years age range. The childminder also offers care to children aged over five years to 11 years. The childminder is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The childminder is currently minding six children in this age range.

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Description of the childminding

The childminder takes and collects children from the local school and nursery. She is a member of the National Childminding Association.

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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

Relationships between the childminder, children and parents are good. The learning environment supports children in becoming well-behaved and independent learners who have a positive attitude towards diversity and difference. The childminder provides a good range of activities and experiences that support children in making good progress in their learning. Overall, the childminder's documentation, policies and procedures contribute to promoting children's health, care, learning and safety. Through self-evaluation and reflective practice, the childminder evaluates and monitors her service well, contributing to bringing about improvement.

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further?

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

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further?

 improve the record of risk assessment to ensure it clearly states when it was carried out, by whom, date of review and any action taken following a review (Documentation). 01/04/2011

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further?

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

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further?

 improve the record of risk assessment to include any assessments of risks for This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 anything with which the children may have contact, such as the pet lizard  continue to develop the new planning systems to improve how children's next steps are linked to the planning of activities  provide each child with their own washing and drying facilities.

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the early years provision

The arrangements for safeguarding and promoting children's welfare are good. The childminder understands her roles and responsibilities in protecting children from harm. For example, she has access to good information and guidance on the procedures to follow if she has any concerns about a child in her care. In addition, through training her awareness of potential signs of abuse and neglect is good. The childminder ensures all adults living on the premises have undergone appropriate checks and she supervises any visitors to the home. Consequently, she keeps children safe and protects them from harm. Overall, the childminder maintains a good range of documentation, policies and procedures, which contribute to the safe management of the setting. The childminder keeps children safe and maintains her home to appropriate standards as she carries out risk assessments and supervises children's play. However, the record of these risk

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the early years provision

assessments does not include all the mandatory information, such as when she intends to review them. This is a breach of a specific legal requirement. In addition, she does not include in the record the risk assessment she carries out for children having contact with her pet lizard. Overall, risk assessments arrangements contribute to the childminder putting in place appropriate measures to minimise potential hazards. The childminder organises her resources well so that children can make safe and independent choices in their play. In addition, she effectively organises her time to ensure she incorporates children's individual needs into the day. Furthermore, the childminder makes good use of resources within the local community to extend children's experiences, such as parks, the library and other places of interest.

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the early years provision

The childminder's commitment to developing her practice and service is good. She uses self-evaluation, reflective practice and support from her local authority to help her identify any improvements she can make to her service and practice. For example, after working closely with colleagues from the local authority the childminder has organised her documentation and put in place a number of policies and procedures. In addition, the childminder has successfully addressed the recommendations made at her last inspection. This demonstrates good commitment towards promoting improvement. The childminder understands the importance of accessing training to keep up-to-date with good practice ideas. For example, following training on the outdoor environment, the childminder provides large boards for children to make marks and the garden is used to create dens. This promotes positive outcomes in children's learning. The childminder welcomes

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the early years provision

any ideas and comments from parents, children and other professionals in the self- evaluation process. The process is inclusive and reflects the service users.

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the early years provision

The childminder has good relationships with the parents. She regularly exchanges and shares information with them through discussions and daily diaries. This This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 contributes to meeting children's individual needs. Through a number of written policies and procedures, the childminder provides parents with good quality information about their child's day. The childminder encourages parents to be involved in their child's learning and progression. For example, she regularly shares children's progress and observation records with them. The childminder has positive relationships with other settings children attend and she shares relevant information with them to promote continuity in children's learning. In addition, she understands the importance of working with any external agencies to ensure children receive the best learning opportunities if they need additional support or

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and outcomes for children

The childminder's relationships with the children are good. She knows them well which ensures she meets their individual needs. Overall, observation, planning and assessment arrangements are good and they contribute to the childminder supporting children in making good progress in their learning. For example, the childminder regularly observes children's play and monitors their progress across all areas of learning. However, the childminder has recently introduced some new planning arrangements and as a result, how she links children's next steps to the planning of activities is not fully developed. The childminder is actively involved in children's play and they respond well to this. For example, when engaging in stories the children listen attentively, they positively interact with the childminder talking about the story and they confidently predict events. The childminder provides a welcoming and fun learning environment that offers activities across all

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and outcomes for children

areas of learning. This results in children being happy and enthusiastic learners. For example, children use their imagination as they make up stories, they demonstrate their understanding of simple number concepts when they count in everyday situations and through mark making, such as chalking in the garden, children develop good coordination and dexterity skills. Through outings, discussions and playing in the garden the children show curiosity and interest in their environment. For example, they create dens in the garden foliage, they enjoy feeding the birds and taking part in growing and planting activities.

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and outcomes for children

The children behave well. Through consistent routines and boundaries, they know what the childminder expects of them. During play and discussions children learn about right, wrong and good manners, such as sharing and taking turns. This supports children in developing positive and cooperative relationships with others. The childminder uses praise well to celebrate children's achievements and this contributes to them having a positive self-image and good self-esteem. Through a good selection of resources, activities, discussions and celebration of different festivals, the children are developing a good understanding of diversity and difference.

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and outcomes for children

The children feel safe in the childminder's care because they have positive relationships with her. In addition, the childminder provides security and reassurance for children. For example, she gradually introduces the new family dog to the children so that they feel safe in his company. Through play and routines, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children learn about the importance of keeping themselves safe. For instance, during practical routines, such as fire evacuation practices, the children learn how to behave in emergencies. The children show a good understanding of adopting good personal hygiene practices. They routinely wash their hands at appropriate times throughout the day. However, when using the bathroom, children share a towel, which could lead to spreading infection or illness. Through talking about the importance of good health and involving children in food preparation activities,

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and outcomes for children

they are learning about the importance of making healthy choices. The children have good opportunities to take part in a range of physical activities. For example, they regularly play in the garden and they eagerly demonstrate their jumping skills on the trampoline. 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 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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