Stepien, Tracey

Inspection report for early years provision

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Unique reference number 306300 Inspection date 10/03/2011 Inspector Sue Birkenhead

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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 2010. She lives with her two children aged 11 and 14 years. The family live in the Birkenhead area of the Wirral, close to local facilities, schools and transport links. Areas of the property used for childminding purposes include the playroom, morning room and kitchen on the ground floor and the bathroom and one bedroom on the first floor. There is a large secure area for outdoor play.

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Description of the childminding

This provision is registered by Ofsted on the Early Years Register and on both parts of the Childcare Register. The childminder is registered to care for a maximum of six children under the age of eight years at any one time, of whom three may be in the early years age group. She is currently minding four children on a full or part- time basis, of whom three are within the early years age range. The childminder is a member of the National Childminding Association and holds a certificate in early years practice.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The childminder has a very secure knowledge of the Early Years Foundation Stage, which supports the extremely good progress children make towards the early learning goals. The highly organised, welcoming environment ensures children are very happy and secure and develop in confidence. The childminder is extremely committed to working in partnership with parents, children and other settings they may attend, which successfully promotes children's learning, development and welfare. Through the use of very effective means for self-evaluation, the childminder demonstrates an excellent commitment and passion to the continual develop of her setting and personal professionalism. Consequently, this ensures better outcomes for children.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 improving systems for linking the children's next steps in learning with the planning of activities  developing systems to enable parents to regularly contribute to their child's learning and development record.

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the early years provision

The childminder gives high priority to safeguarding children and effectively monitors visitors to her setting. She clearly understands the indicators of abuse This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and procedures for reporting concerns. She completes relevant training, researches information and uses numerous reference materials to extend her knowledge. Comprehensive risk assessments are on display in the individual areas of the house and are checked daily to ensure risks to children are effectively minimised. Risk assessments for outings are clearly documented very well. In addition, the childminder carries a 'reactive risk assessment form' with her to document any additional risks. Children are cared for in a very safe environment and learn how to keep themselves safe through regular discussion, road safety practice and emergency evacuation. The childminder is extremely well-organised and consistent

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the early years provision

in her approach to record keeping; as a result, accurate details are recorded and shared with parents. She has attended a very good level of additional training and has recently received her Early Years Practice qualification as part of the ongoing Early Years degree she is committed to. She is passionate about striving for better outcomes for children and her excellent commitment to the continuous development of her provision is clear to see. She uses numerous systems, which include the Ofsted self-evaluation, form to continually reflect on her practice and highlight further development.

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the early years provision

Some extremely positive initiatives for exchanging information with parents are in place, which promote the development of very good relationships. These include the daily information log which outlines the children's well-being daily and parents can contribute to. Parents and children are encouraged to share their thoughts with the childminder and their views are greatly valued, clearly contributing to self- evaluation. As a result, additional resources and places of interest are incorporated into the routine, which contribute to the children's enjoyment. The childminder and parents regularly discuss the children's development and review their child's learning journey. However, there is no system for parents to contribute to the learning journey following their initial detail they add, which includes the children's developmental starting points. Extremely positive references parents provide complement the children's care and activities they engage in. They refer to the

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the early years provision

good methods of communication, describe the childminder as 'fantastic' and say her 'friendliness and professionalism make her a genuinely special person in our child's life'. The younger children do not attend additional settings at present; however, the childminder is clearly aware of the need to establish positive links in the future.

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and outcomes for children

Children settle extremely well and develop their confidence within the secure, inclusive environment, where the emphasis of learning through play is extremely well promoted. The highly effective deployment of resources in the designated playrooms contribute to the welcoming setting. As a result, children make decisions about their play from a young age and become active learners. The childminder develops a good understanding of the children's individual needs, and her extremely good interaction through play results in children being actively challenged to extend their learning. The effective individual monthly planning supports the enjoyable and challenging experiences they receive across all areas of learning and promote an extremely good balance of adult-led and child-initiated This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 experiences. The comprehensive individual 'learning journeys' contain purposeful

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and outcomes for children

observations which capture significant aspects of the child's development to show the extremely good progress they make and clearly outline their next steps. However, their next steps in learning are not fully used to inform future planning.

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and outcomes for children

The many excellent, worthwhile learning experiences contribute to the development of children's future skills. They regularly attend local groups and meet up with other childminders to promote the development of their social skills. They enjoy washing the dishes after making and playing with play dough, which effectively supports the development of their self-help skills. With sustained interest, young children listen to stories they help to choose. They participate in the storylines, have fun and share laughter, and observation skills are put to the test. For example, they look for the hidden mouse, spider and duck among the images they see. Consequently, this supports their language and literacy skills extremely well. Children show interest in mark making and ask the childminder to draw around their hand, which they go on to decorate with nails and rings. Children show interest in the character the childminder draws, which provokes

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and outcomes for children

discussion about size and shape as they draw the features together. Children's understanding of number and colour are incorporated into everyday experiences and activities effectively. Their understanding of the natural world is promoted extremely well as they assist in growing their own fruit and vegetables in pots outdoors. They nurture them, watch them grow and have successfully produced tomatoes, runner beans, potatoes and carrots. During the story 'Handa's Surprise', they discuss different fruits and learn the names of fruits they are not familiar with, such as 'guava', and discuss fruits they like. Fun and laughter ensues as they make play dough and it becomes very sticky. The childminder explains they need to add more flour and children describe the texture as 'squishy'. The provision of the treasure basket enables children to explore more natural materials. They actively learn about recycling as they place items in the different bins and make models

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and outcomes for children

from discarded household items. Children take part in a variety of experiences using a wide range of different media to develop their creative skills. A ll children are valued and engage in a wide range of activities and experiences, which help them to value diversity and learn respect for others. For example, in recognition of Chinese New Year, they go to the local park and create a wishing tree by tying red cards that reflect their wishes to a tree, a respected tradition in Hong Kong.

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and outcomes for children

All children effectively learn about personal health and hygiene as part of the daily routine, which includes brushing their teeth after lunch. The childminder is responsive to parents providing meals for their child. As a qualified chef, she offers advice and guidance regarding the provision of healthy foods, and snacks incorporate a high proportion of fresh fruit. Children further extend their understanding of healthy foods and self-help skills by preparing and making their own pizza, choosing from a range of healthy toppings. Clear boundaries and the display of house rules contribute to the effective methods for managing children's behaviour. Extremely regular praise and rewards acknowledge children's good behaviour, achievements and are effective in building their confidence and self- esteem. Children learn to stay safe through the childminder's effective practices and positive role modelling. Young children indicate they feel safe as they are

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and outcomes for children

happy to leave her side during play, turn to her for comfort when upset or tired and further consolidate their learning through discussion. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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