Teresa Ann Newitt

Inspection report for early years provision

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Unique reference number 225975 Inspection date 16/03/2011 Inspector Jane O'Callaghan

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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 1995. She lives with her husband and two children aged 13 and eight years old on the outskirts of Hinckley. The whole of the ground floor (except for the front room), downstairs bathroom and rear garden are used for childminding purposes. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children under eight years at any one time. The childminder currently has seven children on roll and of these three are in the early years age range and two children are in the compulsory childcare group.

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Description of the childminding

The childminder collects and takes children to local schools, visits parks and places of interest. The family has a pet cat.

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Description of the childminding

The childminder is a member of the local childminding group.

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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 are cared for in a welcoming family home and good attention is given to promoting their welfare and keeping them safe and secure at all times. They happily engage in their play in the enabling environment and make good progress in their learning and achievement. They greatly benefit from a childminder who understands their individual needs and plans enjoyable and challenging activities for them. Partnerships with parents positively contribute to creating an inclusive atmosphere that welcomes each child's individuality. The childminder has some systems in place to evaluate her own provision.

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further?

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

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further?

 provide opportunities for parents and carers to contribute to children's individual learning and development records  further extend self evaluation process to include the identification of strengths and weaknesses of the practice.

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the early years provision

The safeguarding and protection of children is a priority for the childminder. She shares detailed policies and procedures with parents to explain her duty of care to act in a child's best interest should she have any child protection concerns. She attends training in this area regularly to ensure her knowledge and understanding of safeguarding procedures is kept up-to-date. Effective risk assessments are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 undertaken regularly for all areas of the home, garden and all outings that the childminder takes children on. She also completes daily checks prior to the children arriving to minimise hazards to them. Resources and equipment are plentiful and maintained in safe and clean condition. They are presented attractively to encourage children to develop their independence and make choices about their activity.

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the early years provision

The childminder has started to evaluate her practice and takes pride in her commitment to ensuring that children's care, welfare and learning are supported by her in a thorough but sensitive way. However, she does not currently identify her own strengths and weaknesses.

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the early years provision

The partnerships fostered with parents and carers are a key strength of the childminder. She takes time to share her clear policies and procedures and explains why she requires detailed information in order to meet individual needs and work with parents' wishes. Parents express their appreciation of her commitment to their children in regular questionnaires and thank-you cards. The childminder gives verbal feedback and written daily diary sheets for all children, explaining what the children have done, eaten and where they have visited. She ensures that they are aware and have access to their children's learning journals, which include photographic evidence and pictures that they have done. However, parents do not have regular opportunities to contribute to them. The childminder has established good links with pre-schools that children attend who deliver the Early Years Foundation Stage. She completes 'link books' for these other settings that she

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the early years provision

shares with them to ensure continuity of care and learning for all children.

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the early years provision

The childminder encourages children to become aware of the diversity of society through well-planned activities, a good selection of resources and opportunities. For example, children make lanterns and dragons displayed in the playroom for Chinese New Year. Children benefit from the childminder's approach to inclusive practice.

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and outcomes for children

Children are very settled and content in the homely environment provided by the childminder. She approaches children in a calm, quietly-spoken manner, being sensitive to their needs. Children move around freely and confidently in the play room, accessing independently from the good selection of toys available. Children reach for the garage and cars, along with the childminder they race the cars and choose a colour of the car they want. The childminder shows the children how to work the garage and to use the lever to make the lift go up and down. Once shown how it works, the children show how they can do it themselves and are happy when they succeed. Children ask to go and play out in the garden; they try to put on their coats and watch whilst the childminder shows how she puts hers on too. When outside they excitedly get into the toy car and pretend to drive to the garage for petrol. Children can access a good selection of toys outside, where they

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and outcomes for children

learn to balance whilst riding on the scooter and then jumping up and down on the small trampoline. The childminder also encourages children to go on walks into This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 local parks, child orientated groups and soft play areas, where they learn about the community around them and how to socialise with other adults and children. They also enjoy doing a variety of arts and crafts, which the childminder displays in the playroom and in their personal files. They freely paint, stick and use recycled objects when doing box crafts. The childminder encourages children to choose books from the selection when on a visit to the library. They sit with the childminder with their favourite books, including, 'Find the baby' where they feel different textures on the pages and listen intensely to the story. The children are keen to show their awareness of their environment as they point to the sunflowers

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and outcomes for children

seeds that they have sown and are watching grow.

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and outcomes for children

Children's progress is recorded effectively in the developmental children's journals reflecting each area of learning. Detailed starting points given by parents enable the childminder to build up a picture of each child's character and she uses this effectively to plan and deliver a range of activities and experiences. All observations are clearly linked to the areas of learning and also identify their next steps. The childminder also completes flexible planning for each individual child which covers all areas of learning and includes themes to ensure children's needs and interests are met.

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and outcomes for children

Children's health is successfully promoted as suitable routines are employed to reduce the spread of infection and children know why hand washing is important in keeping healthy. They use paper towels in the bathroom when drying their hands and also wipes and antibacterial gel when out and about to prevent any cross- infection. Parents provide their children's lunches and the childminder ensures that they have healthy, nutritious snacks available throughout the day, along with drinks of tea and juice. The childminder works closely with parents regarding children's meals and snacks, noting any specific dietary needs and preferences. Children are aware of their own safety and that of others as they are taught about how to cross the road safely using the 'Green Cross Code', participate in regular fire drills and understand the reasons for tidying away toys and resources to reduce the risk of tripping. Children enjoy warm relationships with the childminder

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and outcomes for children

and grow in confidence through kind words of praise for what they have achieved. They are polite, and happily take responsibility for their play environment and learn to share and take turns as they play. The childminder has a well written behaviour policy and also house rules displayed for the more able children in the welcoming and child friendly environment. 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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