Turvey, Donna Marie

Inspection report for early years provision

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Unique reference number EY416205 Inspection date 07/06/2011 Inspector Elaine Hayward

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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 2010 and lives with her son aged seven in Hockley Heath in Solihull. The whole of the ground floor of the childminder's house is available for childminding. There is a fully enclosed garden for outdoor play. The family has a dog.

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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 and is registered by Ofsted on the Early Years Register and the compulsory part of the Childcare Register. The childminder currently cares for six children in the early years age range. She also offers care to older children aged from five to seven years before and after school and during school holidays. The childminder makes use of local facilities such as library, parks and shops. She is able to take and collect children from nearby schools and nurseries.

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Description of the childminding

The childminder holds an appropriate Level 3 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

Children are happy and secure in the childminder's care, making good progress in their learning and development. The childminder knows each child very well, recognising their uniqueness in order to meet their individual needs. She works in partnership with parents, although she has not yet established full partnerships with other settings in order to promote continuity of care and learning. All requirements are in place. The childminder demonstrates strong commitment to making continuous improvements and her process for reflective practice is effective.

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further?

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

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further?

 expand the range of resources to reflect diversity in order to support children's understanding of the wider world  develop systems for children who attend other settings to ensure effective continuity and progression by sharing relevant information with each other  develop a systematic and routine approach to using observations and assessments to effectively plan the next steps in children's learning.

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the early years provision

The childminder has good knowledge and understanding of her role and the actions to take should she have concerns about a child in her care. This, combined This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 with effective safeguarding procedures ensures that children are well protected from the risk of harm. The childminder is fully aware of her responsibilities to supervising the children in her care and ensures effective vetting procedures are in place. She is clearly aware of potential hazards and comprehensive risk assessments for both her home and outings are in place. These are regularly reviewed in order to maintain children's safety.

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the early years provision

The childminder is qualified, attends training and is motivated and committed to providing a high level of care and education in order to provide good outcomes for children. The childminder's practice is supported by a full, clear range of policies and procedures which are shared with parents. She organises her daily routines successfully, with the environment well organised to promote good outcomes for children. Children access a wide range of good quality resources, although the range of resources to reflect disability and other cultures is not yet fully extensive in order to support children's understanding of the wider world. The childminder has only been minding for a short time but her process of self-evaluation is increasingly focused. She identifies areas for improvement and the actions to take.

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the early years provision

Equality and diversity is promoted by the childminder through sound practice. She encourages children to respect themselves and others. The childminder knows each child very well and forms close bonds with the children. Before children start, the childminder provides parents with clear information about her practice and obtains full information about the children from their parents. She works closely with parents to ensure children are cared for in line with parents' wishes. The childminder seeks and values views of parents. She keeps them informed of their children's care, learning and development. She exchanges information through daily discussions, individual learning journals and newsletters. The childminder understands the importance of working with other professionals. However, she has not yet fully established partnerships with other settings that children attend in order to maintain continuity and coherence for children.

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and outcomes for children

Children are clearly happy and confident in the childminder's care where they benefit from good support and encouragement to achieve and enjoy. They feel safe and secure because she gets to know them well. She provides them with a warm and caring environment so they feel valued. Praise and positive interaction can be seen between the children and childminder. Children's independence is promoted as they hang up their coats on their own named pegs. They learn to respect themselves and others and learn right from wrong. Children behave well, responding to her simple, clear house rules. They love the stickers and reward chart for reminding them to wash their hands thoroughly! Children sit at the table with the childminder to eat their lunch together where they chat about what they have been doing and what they would like to do following their meal. As it is raining, they like the idea of making a '2sock hedgehog' - an activity they have

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and outcomes for children

seen in a book a few days earlier. Children can be seen absorbed and concentrating hard as they carefully mix the grass seed with the compost, gently This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 spooning the contents into the sock. Eyes, nose and mouth are added. They know they will have to wait but are confident that in a while the hedgehog will have grass spines!

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and outcomes for children

The childminder understands that children learn through play and children make good progress in their learning and development. She praises their achievements, raising their self-esteem. She asks questions to make them think such as 'How does that make you feel?' The childminder has only been minding for a short period of time and has consolidated well her knowledge and understanding of the early learning goals. She observes the children and knows what they can do, planning the next steps. However, she has not yet fully developed a systematic and routine approach to using her observations and assessments in order to consistently plan the next steps in children's learning.

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and outcomes for children

Children learn about healthy foods and how plants grow as they examine the vegetables they have planted to see the growth, looking forward to picking and eating the sweetcorn, tomatoes and strawberries. They are encouraged to try new and healthy foods. Children confidently make fresh pasta, keen to knead the flour and eggs and turn the handle, transforming the dough into long strips. Children learn about safety both around the home and when out through discussions, play and everyday routines. They practise fire drills and know not to walk close to the edge of the pavement alongside a road.

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and outcomes for children

Resources are arranged so that children can access a wide range of exciting toys independently. They are involved in the choices for new purchases. Children make choices about their play and benefit from a good balance of adult-led and child- initiated activities. Children learn about the wider world as they enjoy the outdoors each day. They take games and activities such as play dough and artwork into the garden to enjoy the fresh air. Children love to dress up and play in the 'Club house' at the bottom of the 'secret garden'. They learn about being kind and caring for animals and plants and have plenty of space to run around and climb as they visit parks and countryside centres. They use their imagination as they dress up and as a balancing beam becomes a bus, train or plane.

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and outcomes for children

Children are motivated and keen to achieve. Smiles can be seen as they enjoy the snow, sledging and building a snowman. Looks of achievement can be seen as young children build a tower 'taller than us!' Children develop positive attitudes to learning. They are enabled to become independent, active and inquisitive learners, helping them develop skills for the future. 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 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 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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