Evans, Stacey Kim

Inspection report for early years provision

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Unique reference number EY414697 Inspection date 11/04/2011 Inspector Margaret Davie

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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 registered in 2010. She lives with her two children aged four and 10 years in Datchet, Berkshire. The whole of her house is used for childminding and there is a fully enclosed garden for outdoor play. Her home is located on the first floor and is accessed by stairs. The family have two pet cats.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of five children at any one time, of whom two may be in the early years age group. She currently cares for one child in this age group full time.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children are cared for in a child-friendly environment. They appear happy and comfortable in the childminder's care and enjoy the variety of toys and activities that are provided to support their learning and development needs. However, assessments are not yet used as successfully as possible to plan for their next steps. Appropriate arrangements promote their safety and welfare overall, but some identified risks in her home have not yet been made safe. She demonstrates a satisfactory capacity for improvement as she has addressed the recommendations made at her registration visit, and has begun to evaluate the effectiveness of her setting.

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further?

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

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further?

 update the risk assessment for the premises to cover anything with which a child may come into contact and in particular with regard to the glazed internal doors  extend the record of the risk assessment to include all types of outings so they are subject to a regular review especially where new risks are identified and include this in the review  provide children with greater access to resources and activities which help them become more aware of and explore and question differences including gender, ethnicity, language, religion, culture and special educational needs and disability issues  develop the assessment procedures further so that better use is made of systematic observations to accurately identify and plan for children's next steps and so help them make steady progress in all areas of learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Arrangements for safeguarding children are satisfactory. The childminder is familiar with the signs and symptoms of abuse and is clear about her duty to liaise with the appropriate agencies, should she ever have a concern about a child in her care. She makes sure children are never left unsupervised with any other adults while they are with her. Most hazards within her home are identified and minimised to help children keep themselves safe, and a risk assessment for her premises has been conducted. However, although she has identified the risk to children's safety from the glazed panels in her internal doors, she has not yet taken action to make them safe. This has a potential impact on children's safety. She maintains most required records in accordance with requirements to promote children's safety, for example keeping a daily record of their hours of attendance. Risk assessments are conducted for outings showing that she identifies and appropriately minimises

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the early years provision

dangers while out; however, she does not keep a permanent record of when these were done, nor of any action she took following a review.

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the early years provision

The childminder shows her commitment to continuous improvement as she has addressed the issues that were highlighted at her registration visit in relation to promoting children's safety and well-being. For example, her practice is now underpinned by a range of required policies and she has taken steps to further promote children's safety in her garden in relation to her paddling pool. She has begun to evaluate the effectiveness of her setting and identified some appropriate areas for further development, such as establishing an outside area where children can be involved in growing fruit and vegetables, to promote their understanding of healthy eating.

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the early years provision

A wide range of resources is available to promote children's learning in most areas, although toys which help them understand about diversity are more limited. Resources are set out in her lounge and easily accessible to them, and as a result they can begin to make independent choices about selecting activities which interest them. For example, small mats that a young child can easily reach are set up around the room with a range of suitable toys. Parents are offered daily verbal and written feedback about their child's development and well-being. The childminder seeks their views about how satisfied they are with her provision, taking their opinions into account when planning future developments, consequently ensuring they are involved in the decision making about their child's care. Although none of the children currently attends another setting, she demonstrates an awareness of the importance of developing sound partnerships in

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the early years provision

order to promote consistency in their learning and development. Equality and diversity are generally well promoted as the childminder recognises and values each child's uniqueness. However, measures to track children's progress are not yet firmly established in order to close any identified achievement gaps. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children demonstrate they are well settled in the childminder's home. She offers a variety of resources which they find engaging and broadly provide experiences across the areas of learning. For example, large modelling bricks and stacking toys provide young children with opportunities to develop their physical skills as they fit them together and build towers. Art and craft activities, such as decorating an Easter egg, encourage them to be creative, as do the small shakers that are laid out on a mat for them to access independently as they play. The childminder intervenes appropriately in children's play, extending their learning as she provides additional resources or shows them how to operate the toys. For example, she demonstrates how to push the buttons and levers on a toy to make a tune play. Lots of encouragement and immediate praise when children figure out how to do it, means they develop confidence and self-esteem.

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and outcomes for children

She has started to make observations of children as they take part in activities and play with the toys, in order to assess their achievements. However, while she has put the systems in place for recording children's developments, she does not yet do this systematically nor make clear links between what they are doing and the areas of learning. Additionally, this information is not yet used effectively to identify next steps which inform future planning. Consequently, their progress may not be as rapid as possible. Nevertheless, they make appropriate gains in their learning which prepare them suitably for their future education.

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and outcomes for children

Children observe regular modelling of good hygiene practice and as a result are beginning to develop an understanding of what constitutes a healthy lifestyle. For example, their hands are regularly cleaned with wipes and the childminder takes effective action to minimise the spread of germs when changing nappies. Their health and dietary requirements are met by working in close partnership with parents and therefore they appear happy and content. Children have daily opportunities to engage in physical activities as well as for fresh air and exercise. They go on regular walks in the locality, for example to the park where they can play on a range of suitable play equipment, and to the river where they enjoy feeding the ducks. They behave well and form good relationships with the childminder and one another. For example, a young child watches contentedly and giggles happily as an older child plays with one of the many soft toys. Regular

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and outcomes for children

cuddles from the childminder help them develop a sense of security and belonging. Children's developing understanding about diversity and differences, through activities and experiences, is limited as there are few relevant resources available in the childminder's home for them to access in their daily and routine play.

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and outcomes for children

Children develop a generally appropriate sense of how to stay safe. They practise fire drills in order to become familiar with the emergency procedures, and learn about how to stay safe on outings as they wait for the green man before the childminder takes them across any roads. Measures, such as stairgates, help children learn where it is safe for them to play. However, she has not yet made the glass in her internal doors safe, which has a potential impact on their safety. 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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