Cullinane, Debbie

Inspection report for early years provision

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Unique reference number 318483 Inspection date 16/02/2011 Inspector Mary Kilroy

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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, their two adult daughters and their child aged 15 in Trafford, Greater Manchester. The whole ground floor and the bathroom and middle bedroom of the childminder's house are used for childminding. Children may access the box room to gain access to the toy boxes. 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 six children at any one time and is currently caring for 13 children at different times of the week, three of these children are over the age of eight years. The childminder walks to local schools to take and collect children. She attends local parent and toddler groups and a soft play area on a regular basis. The family have a pet cat.

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Description of the childminding

The childminder 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

Children enjoy stimulating age-appropriate activities in a warm, safe and inclusive environment. The setting successfully promotes children's safety and welfare. Effective assessment and planning enable children to make good progress in their learning. The childminder has built very positive partnerships with parents and they are involved in their children's learning. However, the systems and opportunities for parents and children to give their views on the setting and the activities that they enjoy are not fully in place to show how the childminder makes changes as a result of their views. The childminder monitors her provision and evaluates it effectively to ensure 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 opportunities for parents and children to give their views on the setting and activities and ensure this information is used to show any actions taken to implement changes as a result.

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the early years provision

The childminder has a good knowledge of safeguarding procedures. Children remain safe as she demonstrates her awareness of the signs and symptoms of abuse and she records all accidents and relevant events that occur outside her care. Effective written risk assessments are in place for every area of the premises and all venues for outings are checked before visits. Risk assessments are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 reviewed regularly when changes are made to the premises to ensure children's safety is maintained.

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the early years provision

The childminder ensures her service is inclusive and provides a warm welcome for children, parents and visitors. She exchanges effective, twice daily, verbal or written information as parents choose, so they are kept fully informed. All records and the children's files are shared with their parents, who can see them and provide input at any time. The childminder works in close partnership with them, asking what children are doing at home and telling them what they do in her setting. Children make good progress and enjoy consistent care as she has formed effective links with other providers of the Early Years Foundation Stage, such as, the local school and other childminders. For example, the childminder was part of a team which started a playgroup at the local community centre and her close networking with other childminders and Sure Start coordinator ensures that there are shared learning resources and continuous development of her care provision.

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the early years provision

Written policies and procedures work well in practice to promote children's health, enjoyment and achievement. Records and documentation are up-to-date and securely stored to maintain confidentiality. The childminder recognises the importance of continuous improvement and successfully identifies the minor weaknesses and strengths of her provision, addressing any weaknesses by training. The recommendation from the last inspection was met; ensuring children remain healthy by improving her knowledge and understanding of the changes to legislation with regard to notifiable diseases.

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the early years provision

The childminder is enthusiastic and highly-motivated to constantly improve outcomes for the children and involves them in decision making and offers choices whenever possible. They know, understand and help to formulate boundaries for behaviour and help with risk assessment and small household tasks, thus ensuring they are learning good strategies for the future.

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and outcomes for children

The childminder demonstrates a good knowledge and understanding of the Early Years Foundation Stage Framework and agrees children's starting points and individual needs with parents. This means that she has a secure basis on which to plan for their care and learning. She uses written observations well and has a good understanding of children's development and how to build successfully on their likes and interests. Children are happy, secure and well settled in the childminder's care and a broad range of stimulating activities helps them to make good progress in learning and development. The childminder provides good first hand experiences and effective support and encouragement to help children achieve, which promotes their confidence and self-esteem.

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and outcomes for children

The childminder provides an outstanding range of toys and activities to stimulate children and encourage them to explore and investigate. She is inventive and imaginative and highly skilled in enabling children to enhance their play and children have good tactile experiences using lots of natural materials and treasure This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 baskets. She uses two bedrooms to store an excellent range of additional toys. Younger children know what is there and can make choices at any time, accompanied by the childminder. From a child's interest in lions, the childminder encouraged children to work together co-operatively, finding materials to build a den and problem solve, as they experiment with chairs and blankets to achieve a den that satisfies everyone. The childminder helps them to face paint and practise their roars and lion movements, such as stalking prey or flopping lazily in the hot

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and outcomes for children

sun. These activities are superbly supported and underpinned by visits to the library, books and the use of toy libraries and thrift shops. Children are skilled at predicting what comes next in stories. The childminder is creative and makes learning fun. She covers unusual fruits with a cloth, so that children can guess what is underneath, saying 'Can you guess what I am?' The childminder scatters various items on the floor and children take turns to choose objects and guess where they go, helped by verbal clues from the childminder.

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and outcomes for children

Children are interested in the world in which they live, for example, they enjoy junk modelling, and re-cycle toys and clothes, selecting some for the dressing up play. They discuss changes to the area, to local shops or any change of use to buildings, metrolink lines, or any building work. Older children discuss green issues, such as, the childminder's change of heating to one that is more environmentally friendly. The childminder uses cloth nappies, if parents prefer and constantly seeks ways to reduce anything being sent to landfill sites. Children have three small plots where they grow and learn. They plant and measure sunflowers and learn what grows above or below ground or measure rainfall. The childminder encourages children to try all activities and she respects their decision if they don't want to participate. She states that she would not let this become a habit and would plan another activity, building on their interests, to gain the same outcome.

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and outcomes for children

She promotes sharing or turn taking as a positive habit to have.

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and outcomes for children

The childminder encourages children to look for shape, number and colour in the everyday environment, such as, when a child spots a red car on the way to school they count the red cars. Children learn useful skills for the future in many ways, such as using toy and real money with the childminder, they shop and queue, use self-check outs in supermarkets and the library, they compare prices and pay for their own items, use computers or programmable toys and pay the bus fares on outings.

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and outcomes for children

Children enjoy learning through play. A child who has just had a third birthday uses descriptive language effectively and enters into conversations easily. They describe how they find their name at nursery and put it on the table saying, 'It sticks on!' They repeat their full name clearly and ask if the inspector can write that. They know that their picture is the car and that D is for Debbie and L is for lion. A three year old is very interested in number three and discusses the three bears book, the number of candles on their cake, three little pigs and three sides on a triangle. They animatedly discuss their presents and those of daddy, who shares a birthday with them, saying 'I had a fairy cake with three candles and daddy had a brown cake, brown like' and finally agrees, 'like chocolate.' The childminder uses every opportunity for learning and explaining concepts as they naturally arise, such as, when she asks a child if she should move some items on

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and outcomes for children

the settee to make space, 'As we don't want you to fall off' and the child says 'I This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 don't need space, I've got some already.' The childminder uses good observation and states that by using the Early Years Foundation Stage guidance she evaluates the progress being made by each child and can refer back to the starting point and assess if the progress is adequate for the age of a child.

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and outcomes for children

A structured daily routine promotes children's welfare, meets their needs and they learn good strategies to remain healthy and safe through verbal and written reminders. The childminder uses organic fruit and vegetables, bought with the children who proudly play with a bag from the shop labelled 'Eat your greens.' Children help to prepare snacks to encourage them to eat and make healthy choices and parents are informed about children's intake of food and drink. Written self-evaluation states 'Five of the children I mind have preferred dietary requirements, three preferring organic foods and the other two being vegans. I therefore have to take these requirements into account whilst they are in my care'. Observation and records show that the childminder is vigilant in this and meets all individual preferences and choices. The frequent use of praise helps children to feel good about themselves. Children learn and formulate the few house rules

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and outcomes for children

around safety and the emergency evacuation procedure is practised regularly with them. Older children help with risk assessment and identifying hazards which further develops their knowledge. 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 1 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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