Latham, Linzi Jayne

Inspection report for early years provision

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Unique reference number EY285561 Inspection date 31/03/2011 Inspector Sally Smith

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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 June 2004. She lives with her husband, one adult child and three children aged twelve, nine and four years in Skelmersdale. The playroom and dining kitchen on the ground floor, along with the first floor bathroom are used for childminding. There is a fully enclosed garden available for outdoor play. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently four children attending who are within the Early Years Foundation Stage, who attend on a full and part-time basis. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and compulsory and voluntary parts of the Childcare Register. The childminder supports children with special educational needs.

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Description of the childminding

The childminder is part of the local childminder network support group and has a recogniesd early years qualification.

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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

The childminder's understanding of the Early Years Foundation Stage is sound and she implements it most effectively. Activities are planned so that all children are included. Policies and procedures are comprehensive, underpinning the good quality service she provides. Positive partnerships with parents and carers ensure that information is regularly shared so that all children's needs are fully met. Self- evaluation provides an accurate assessment of the childminder's strengths and ongoing areas for improvement.

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further?

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

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further?

 increase further the opportunities for outdoor play so that it has a positive impact on children's well-being and helps all aspects of children's development  develop further opportunities for parents to contribute and be involved in the ongoing observation and assessment process.

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the early years provision

Children are well-protected from harm as the childminder's knowledge of safeguarding procedures is robust. She is fully aware of her responsibilities to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 report any concerns and is conversant with all the necessary procedures, which are shared with parents. The childminder is vigilant about children's safety and a daily checklist alerts her to any potential hazards so that they can be minimised. A written risk assessment is also undertaken and reviewed as and when the need arises. Emergency evacuation procedures are carried out regularly to take account of the different patterns in children's attendance, whilst registers provide an accurate record of their arrival and departure times. The accommodation and resources are very child-centred and well organised, enabling children to make choices in their play. This is encouraged by the childminder who promotes their

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the early years provision

independence very well. Good use is made of all the available indoor space, although, the garden is not used regularly as an extension of the learning environment.

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the early years provision

Children have equal opportunities to learn due to the fact that the childminder works diligently to remove any barriers to learning. She has high expectations for each and every child and works methodically to enable them to reach their full potential. Effective partnerships with parents and carers are integral in ensuring that children are fully supported and their individual needs met. Parents are made to feel valued and welcomed and their opinions are actively sought, through discussions and consultation, in respect of the childminding provision. The childminder regularly seeks information about children's play preferences so that this can inform planning and the activities provided for children. The sharing of children's individual learning journeys, daily diaries and regular daily conversations contributes towards children's positive outcomes.

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the early years provision

The childminder evaluates her service, having a clear set of priorities for improvement. She attends a multitude of training to keep her up-to-date with current initiatives, legislation and best practice. This has a positive impact on the quality of care and results in an environment that is vibrant, stimulating and rich in learning opportunities.

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and outcomes for children

The environment is vibrant, stimulating and conducive to learning in a fun and enjoyable way. Children have freedom to explore and investigate independently, whilst also having the benefit of well planned adult-led activities, offering a wealth of learning opportunities. Children are busy from the moment they enter and thoroughly enjoy all the wonderful projects planned for them. They choose where to learn and play and which resources to use. The high level of interaction, whereby the childminder constantly listens, talks and engages with children, is largely responsible for the positive development of children's language skills. She very much responds to their interests, planning topics and themes accordingly. For example, a child loves trains so children make one out of recyclable materials, such as, discarded cardboard boxes. They choose to paint their train blue like a favourite story character and have endless hours of fun as they 'travel' to various

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and outcomes for children

destinations. This culminates in a real journey on a train which the children thoroughly enjoy. The childminder has a high level of professional expertise and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 knowledge of child development, ensuring that all children make sound progress.

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and outcomes for children

Children's independence is appropriately nurtured in many ways, whether this be hanging up their coats, helping to make their lunch or wrapping up presents. They choose which colour paper they would prefer and carefully take sticky tape from the dispenser to seal their gift. They learn how to handle cooking equipment effectively, deciding whether they want to spread the icing on top of the cakes they have made with a knife or use a piping bag. They take great pleasure in developing their imagination in drama activities because resources are used creatively. For example, children make their own puppets before putting on a show.

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and outcomes for children

Children know how to behave, developing a sense of right and wrong. They learn to wait their turn and to collaborate on tasks. Displays and plans show that children enjoy learning about various celebrations and festivals that derive from different cultures. They understand that there are others less fortunate than themselves, and enjoy helping them by taking part in fundraising activities, such as, baking biscuits for a children's charity. They make bird feeders during National Bird Watching week and for Australia Day, eat their very own 'bushtucker' jelly worms.

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and outcomes for children

Assessment for learning is good. The childminder uses a wide range of observations to inform learning journeys of the progress children make. These are underpinned by portfolios of photographic evidence and examples of children's work. Information is used to plan activities and to create next-step targets for learning. Questioning effectively draws out and extends children's knowledge, enabling the childminder to check on their understanding. However, whilst parents comment in the journals, the childminder does not specifically ask for information regarding their child's starting points or learning and development achieved in the home environment. Children are encouraged to express their thoughts and ideas with minimal interruption from the childminder. However, she knows when to join in their play, extend their learning and offer sufficient challenge. Children confidently say if they do not want to do something and the childminder respects

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and outcomes for children

this, suggesting that they may wish to do it at another time.

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and outcomes for children

Snack times are also used to stimulate children's learning and their social skills. The childminder gently encourages children to discuss their food preferences and sit at the table to eat. They learn which foods are healthy to eat and which are not. Children are keen to share their knowledge of how to stay safe near the road. One child confidently says about crossing from one side to the other that 'if the road is very busy we stop but if there's no cars coming we can cross the road'.

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and outcomes for children

Children have an exhilarating, stimulating range of activities which they approach with glee. 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 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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