Hammond, Elizabeth Jane

Inspection report for early years provision

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Unique reference number 252530 Inspection date 12/04/2011 Inspector Alison Putnar

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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 has been registered since 1991. She lives with her husband and two adult children in the Woodthorpe area of Nottingham. The whole of the ground floor of the childminder's house is used for childminding. Children mainly use the playroom and conservatory. There is a fully enclosed garden for outside play. The childminder walks to local schools to take and collect children. She attends a local childminding support group.

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Description of the childminding

The childminder is registered to care for six children under eight years at any one time. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently 16 children on roll attending part-time during the week, three of whome are within the Early Years age range. The childminder is a member of the National Childminding Association and has a level three qualification in Childcare and Education.

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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's individual care needs are met effectively as the childminder works closely with parents and other settings the children attend. Systems for discussing children's learning are less well developed. The childminder offers a varied range of worthwhile activities and, as a result, children make good progress. Methods for observing, recording and planning for children's development are improving. Children's welfare is well protected through secure systems for maintaining a safe environment and keeping required records. The childminder presents a positive attitude to continually improving the setting for the benefit of the children.

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further?

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

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further?

 establish systems for observing children's progress, highlighting next steps for them to work towards in each of the six areas of learning and incorporating this into play to help children reach their full potential  extend further the two-way flow of information with parents and other settings the children attend increasing opportunities for all to work together to provide continuity in children's learning experiences.

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the early years provision

Secure methods are in place for protecting children from harm. The childminder has a sound understanding of procedures for reporting child protection issues and has attended some training relating to safeguarding children, expanding her knowledge in this area. The childminder has developed a range of policies to guide This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 her practice and reflect her setting. These are available for parents, keeping them well informed about her responsibilities. Children's safety is further protected as the childminder supervises them well and helps them to develop an awareness of keeping safe through play and discussions. Accurate records relating to the care of children are well maintained. The childminder completes written risk assessments for the home and prior to outings. She takes relevant action to minimise the risk of accidents. Household members are appropriately vetted ensuring their suitability to

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the early years provision

be around children. As a result, children's welfare is protected and they are cared for in a safe and secure environment.

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the early years provision

The home is very well organised to meet the needs of the children. Space is created for play with comfortable furnishings and a vast selection of age- appropriate toys and equipment supporting children to eat, play, relax or sleep according to their individual needs. The very well-resourced playroom and conservatory ensures that toys and activities are freely accessible to children, promoting their enjoyment as they choose and help themselves to those that interest them. The garden is also used well to offer wider learning experiences. Children make good progress through the range of practical activities they encounter. The childminder is at an early stage of implementing systems to monitor and support children's progress further. Children settle well and benefit from the childminder's friendly nature. Flexible routines offer time to play and learn in the home and wider community. Visits to local parks and toddler groups broaden

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the early years provision

children's experiences and help them to develop social skills as they mix with others of a similar age and develop friendships with children they may attend school with in future.

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the early years provision

The childminder communicates well with parents and other settings the children attend to ensure continuity in their care, such as ensuring that information about accidents at school is passed onto parents. The childminder talks to parents daily about children's events and informally shares details about children's progress. Although, as development records are not fully established, these are not yet shared, potentially missing opportunities for all to work together to help children reach their full potential. The childminder uses 'all about me forms' to gain relevant information about individuals, enabling her to cater for diverse needs and provide activities that children will enjoy. The childminder has completed a self-evaluation of her service and obtains feedback from parents to ensure she provides a service that meets individual needs. She has begun to consider areas that she hopes to develop, such as the methods for supporting children's progress, and now needs to

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the early years provision

implement these ideas to have maximum benefit on outcomes for children. The childminder demonstrates a strong ability and suitable attitude to continuous improvement through attending childminder and network meetings to share good practice and keep abreast of changes such as the requirement to register with the Food Standards agency. She has addressed the recommendation made at the last inspection, improving the range of resources that reflect positive images of out diverse society enabling children to begin to explore and value similarities and differences. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder uses routines and daily events to promote children's learning. As children arrive they demonstrate very good personal independence skills as they take off their shoes and coats and place them safely out of the way. As children help to prepare for lunch they learn about aspects of health and safety. They wash their hands before starting, commenting 'to get rid of the germs', and sit to the table for meals to prevent any accidents. Meal times are a social occasion where the children sit together to talk and listen to each other's experiences, promoting their language development. The childminder works closely with parents to support dietary issues and serves meals provided by them. Snacks are provided by the childminder and incorporate healthy opinions or opportunities to try new tastes with foods linked to festivals such as hot cross buns for Easter. Children are encouraged to develop a positive attitude to healthy practices, walking at school

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and outcomes for children

collection times and making use of the garden daily to benefit from the fresh air. Children are effectively supported to consider safety issues, wearing sun hats and playing under the canopy. In the garden children explore physical equipment, construction toys, sand and water activities and role play. These activities are used well to introduce early mathematical and literacy skills. Children explore patterns as they attempt to build a house with life like-bricks or explore early writing skills as they make marks with chalks on the patio.

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and outcomes for children

Children appear confident and exceedingly settled in the childminder's home. They develop a sense of belonging as they find their own towel peg in the bathroom and see photographs of themselves taking part in activities on wall displays. Toys and resources are very well organised and stored in accessible labelled boxes, helping all children to make choices including those with less developed language. The written labels also introduce text to young ones, supporting reading skills for future. The childminder visits the library with the younger children and together they share books as a tool for developing language and future literacy skills. Children behave well in the setting. Ground rules are agreed with older ones helping them take responsibility for their own actions. Young children are encouraged and reminded to share and take turns and do this willingly during their play. One comments 'you have a go first' when handing over a toy drill to their

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and outcomes for children

friend. Together they share ideas when playing imaginatively with the construction set. The childminder has good relationships with the children ensuring their positive self-esteem.

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and outcomes for children

The childminder provides a service that compliments the structure of pre-school sessions and the school day. In her home children can choose to play actively indoors or outdoors with quiet spaces created for them to rest and relax if they wish. The childminder is beginning to improve systems of supporting children's progress through highlighting next steps for individuals to work towards. As the method is new it has yet to show its full benefit on individual's learning. Children make good progress through the range of activities they encounter. They explore and develop their creativity through many art and craft activities, and through a good variety of role play activities. They practise skills needed for writing in future as they use a range of single-handed tools, paint brushes, dough tools and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 crayons. They develop social skills and confidence to operate in larger group

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and outcomes for children

situations when meeting up with other childminders and their children or when visiting local toddler groups. 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 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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