Avery, Vikki

Inspection report for early years provision

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Unique reference number EY406017 Inspection date 17/06/2011 Inspector June Rice

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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. She lives with her husband and three children aged 10, seven and two years old in Scawsby, near Doncaster. The whole ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The premises are accessible to people with limited mobility. The childminder walks or drives to local schools to take and collect children. The childminder attends the local toddler group. The family has a rabbit.

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Description of the childminding

There are two places for children in the Early Years Foundation Stage. The childminder also offers two places for children aged between six and seven years old before and after school. This provision is registered on the compulsory and voluntary part of the Childcare Register. Children occupying these places share the same facilities as the children in the early years age range.

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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 demonstrates a positive attitude towards continued improvement. She has successfully evaluated her provision and included parents and children in the process. All required documentation is in place. However, fire drills are not recorded. Space is used very effectively and she is committed to working in partnership with parents, local schools and other early years provides. This ensures children continue to make good progress in an environment in which they feel safe and secure.

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further?

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

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further?

 obtain more detailed information from parents about children's starting points and capabilities  record evacuation drills in a fire log book and include any problems encountered and how they were resolved.

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the early years provision

The childminder works in partnership with parents and others to safeguard children. She demonstrates a good understanding of child protection and is confident in her ability to implement procedures effectively in order to protect children. All required documentation is in place and robust risk assessments clearly identify possible hazards and the action taken to reduce any risks. Since her registration, the childminder has continued to access training in order to enhance her provision. For example, she has completed training in common assessment This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 framework, safeguarding, business side of childminder and first aid. She has developed strong working relationships with parents and other professionals to ensure children's individual needs are met effectively. She regularly visits individual classes to discuss with the teachers what children are learning and will often

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the early years provision

support this by continuing with the schools current theme at her setting. For example, after children enjoyed a visit to local woods with school, the childminder planned for a mini beast theme at her setting to help extend their learning about nature and insects. She receives copies of children's development records from other early years settings and shares hers with them prior to children starting nursery to ensure that an accurate assessment has been made.

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the early years provision

The childminder successfully and regularly evaluates her provision and its impact on children's learning and well-being making changes where required. For example, she adapted the environment and ensured equipment was suitable for a baby new to the setting. The system for observations, assessments and planning clearly identify children's progress, they are linked to the Early Years Foundation Stage and used effectively to plan their next steps. However, the record of what children can do on entry has insufficient detail to effectively inform the baseline assessment. The childminder demonstrates that she knows her children very well. She supports their learning through a good range of activities and uses good questioning techniques that encourage them to think and respond. Inclusive practice is promoted effectively by the childminder who promotes equality for all through resources and activities that introduce children to diversity. Resources are

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the early years provision

well displayed around the play area within easy reach of children to encourage their free exploration and choice.

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and outcomes for children

The childminder provides children with a good range of activities and play opportunities that include a variety of experiences away from the setting. Good health and well-being is promoted through procedures that are well implemented. For example, children who are infectious are excluded to protect others and systems are in place to record medication, accidents and existing injuries. A poster in the bathroom reminds children to wash their hands and they are provided with liquid antibacterial soap and paper towels. Children learn about healthy eating as the childminder promotes healthy eating through discussion and the provision of a healthily balanced diet that meets children's specific dietary needs. They talk about what food is healthy and make fruit and vegetable kebabs. Children are encouraged to be active through a range of activities that promote physical exercise. They enjoy physical games using bats, balls, skipping ropes and hula

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and outcomes for children

hoops and benefit from regular daily walks to and from school. Babies show through their body language that their health needs have been met. For example, they are very settled and content following a feed.

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and outcomes for children

Children behave in ways that are safe for themselves and others. They are learning to develop an understanding of dangers and how to stay safe through their daily routine and activities. For example, they practise an emergency evacuation to help This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children learn how to evacuate quickly, talk about road safety and not talking to strangers. Babies show they are safe as they develop confidence in exploring their surroundings and enjoy finding out what they can do. They snuggle into the childminder when tired and quickly settle. Children have developed loving relationships with each other. They make decisions about what they want to do and who to play with. Inclusive practice is well promoted by the childminder who states that she would challenge inappropriate attitudes and practices. Children are treated as individuals and are encouraged to learn about and respect differences.

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and outcomes for children

They are encouraged to care for their environment and are learning to recycle. For example, they grow strawberries and tomatoes having the responsibility of watering and tending them. They help to recycle cardboard and clothes.

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and outcomes for children

The childminder knows her children extremely well and is able to discuss with a clear knowledge and understanding their individual ways of learning and their progress. Children initiate their own play, they are happy in solitary play and during interaction with their peers. The childminder's intervention supports children extremely well in their learning and play. This ensures children continue to make good progress. Babies lay content on the floor, clasping bells and purposely shaking them, to listen to the sound. The childminder holds a ribbon overhead to encourage them to stretch and reach. They chuckle as they grab and squeeze the ribbon between their hands and fingers. Babies respond to praise and claps from the childminder and this helps to increase their confidence and self-assurance as they are beginning to learn they are special and clever. Children show they are interested in the natural world as they look at a bee through a magnifying glass

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and outcomes for children

and this interest is further extended when the childminder obtains some live crickets so children can examine them in their habitat. They feed them cabbage and are fascinated as the crickets jump about when taken out in the daylight. Children are encouraged to help plan their activities and enjoy carrying on with what they are learning at school. For example, when learning about Henry VIII, they researched on the internet, looked at pictures of his wives, talked about their clothes and visited a museum to look at dresses from the past. Children learn about Australia on Australia day, read a book about a boy living in the outback and talked about home schooling. 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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