Walmsley, Lynne

Inspection report for early years provision

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Unique reference number EY235122 Inspection date 31/03/2011 Inspector Sue Riley

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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 2003. She lives with her husband and two children, in the Livesey area of Blackburn. There are facilities close by such as parks, schools and shops. The childminder is registered to care for a maximum of six children at any one time and is currently caring for seven children, of whom, four are in the early years age range. The childminder is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. The childminder holds a recognised early years qualification and operates within an endorsed quality assurance scheme, the Blackburn Children Come First Childminding Network.

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Description of the childminding

The whole of the ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. Sleeping and toilet facilities are provided on the first floor. The childminder walks or drives to the local schools and preschools to take and collect children. She attends the local parent and toddler group and childminding support groups. 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 are safe, secure and cared for in a clean and comfortable home. A child- friendly environment is created to ensure all children are included and enjoy their time with the childminder. Children show good levels of self-esteem because the childminder gets to know them very well and values them as individuals. The childminder has developed a good close working relationship with parents, which helps her to understand children's individual needs and to achieve a consistent approach to the children's care. Most aspects of children's welfare are suitably promoted which means that children are fully safeguarded. The childminder is starting to use the self-evaluation process to identify areas for improvement and this is being used to ensure that the provision for children is continually improving.

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further?

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

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further?

 improve risk assessments to cover all that children come into contact with  improve the assessment procedures so that children's progress is clearly documented and used to plan effectively for the next steps in each child's learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are safeguarded as the childminder understands her role to protect them from harm. The childminder has a sound knowledge of safeguarding issues. She has a written detailed statement of the procedures to follow if she was concerned about a child. Parents are reassured because the childminder provides information about how she is registered, about vetting arrangements for herself and other household members over 16, and about her experience and training. The childminder demonstrates ambition, vision and drive to develop the provision further. She has started to develop a system of self-evaluation and is effectively reflecting on her practice. Identifying strengths and areas for development to maintain continuous improvement within her service. The childminder attends regular training to continually improve her knowledge and understanding around caring for children.

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the early years provision

The childminder effectively maintains most of her records and policies and procedures are in place to ensure the safety and well-being of all children. Confidentiality is maintained and documents are kept secure and are very well organised. Systems are in place to review all policies and procedures to ensure they are kept up-to-date with current guidance. Detailed risk assessments are in place for all areas of the home used for childminding purposes and the childminder makes regular checks to identify and minimise any hazards. However, the record of the risk assessment does not cover all that the children come into contact with. Due attention is given to risk assessing outings with the children and a clear procedure is in place to guide practice when out in the community. Effective safety measures are in place with regard to the premises. The door to the house is kept locked to prevent unwanted visitors from entering the premises, ensuring children

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the early years provision

are safe. Through sensitive discussions she helps young children to understand ways to minimise the risk of harm to themselves and others. They practice the emergency evacuation procedures to raise their awareness of what to do in the event of a fire.

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the early years provision

The childminder organises the environment effectively to ensure children have suitable areas for play and rest. Resources are readily available for the children and they are able to make their own choices about what they would like to do and play with. Boxes are clearly labelled with the written word. This practice promotes their independence. The childminder ensures she can supervise the children at all times. Children's welfare needs are met and they achieve as well as they can, as the childminder adapts activities to ensure they can all participate. The childminder has systems in place to monitor children's progress in relation to their starting points. Observations are ongoing and information is used to plan for the next steps for children taking into account their abilities, likes and dislikes. However, the childminder does not effectively assess children against the Early Years Foundation Stage so is not clearly identifying where they are in their development.

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the early years provision

The childminder develops positive relationships with parents and children and this contributes to inclusion, meeting their needs consistently and providing continuity of care. At the start of the placement the parents are provided with information This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 which includes all the childminder's policies and procedures. This ensures parents are fully aware of the childminder's practice. Parents are kept informed about their child's activities through the weekly journal, discussions and the sharing of their development files. The childminder treats all children equally, but is very aware of their individual needs and levels of understanding. She talks to parents to ensure she has a sound knowledge of each child's background and needs. The childminder makes the most of diversity to help children understand the society they live in.

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the early years provision

Effective partnerships are in place with other providers that the minded children attend so the childminder is able to fully support these children in their care and learning.

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and outcomes for children

The childminder demonstrates a sound knowledge of the learning and development and welfare requirements to promote children's learning and care. She has a good understanding of how children learn through play and how they develop. Children's welfare needs are met and they achieve as well as they can as the childminder adapts activities to ensure they can all participate. The childminder is recording her observations of the children and planning activities so she can support them to further their learning. However, systems for assessing children are still in the early stages of development. The indoor and outdoor environments are set up for children's learning and allow children free choice of activities and resources. The childminder recognises that often children's play deviates from the planning as they initiate play for themselves, she encourages this at all times and will adapt her planning accordingly and always keep in mind the children's current

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and outcomes for children

Lovely warm and caring relationships between the childminder and the children are evident. Children feel good about themselves because the childminder offers frequently positive support, praise and encouragement. For example, when a young child responds to a simple instruction of helping to tidy up the toys, the child is praised with smiles and verbal recognition. The child beams with pleasure as their confidence and self-esteem is raised. Children are taught about safety issues as part of the daily routine. She uses activities and stories to raise children's awareness of keeping themselves safe. When out and about in the community she encourages them to learn about road safety. The children practice the evacuation procedures so are learning what to do in the event of an emergency.

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and outcomes for children

The childminder promotes children's health well by taking a range of positive steps to encourage healthy eating and to help them understand the importance of regular exercise. Their meals are freshly prepared using wholesome ingredients and the childminder is fully aware of dietary needs. Meal times are social occasions where children benefit and learn good social skills and appropriate table manners. Their independence is promoted as they help themselves to drinks as they become thirsty. Children are starting to develop an understanding of healthy lifestyles. They soon become aware of the hand-washing routines as they follow the appropriate practices. Children are encouraged to play outside, taken for walks or visit the local parks so they feel the benefits of fresh air and exercise. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children are beginning to understand boundaries, rules and limits and to

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and outcomes for children

understand why they exist. They are learning to use their manners and are encouraged to share and take turns. Children follow house rules and show a strong sense of security and feel safe within the setting. Children have opportunities to learn the basic skills for information communication and technology through the use of the interactive toys. For example, the younger children soon recognise that when they press the button on the pretend kettle, it makes noises. Using their small muscles they fix the building construction pieces together and make their own structures. They also concentrate very well as they learn to thread a large bead on to a large threading lace. Children play imaginatively in the play kitchen and make cups of tea using the interactive kettle. Children communicate in their own way, the childminder encourages children to use British Sign Language as another means of communication and even the younger children use this.

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and outcomes for children

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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