Kell, Laura Jennifer

Inspection report for early years provision

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Unique reference number EY412757 Inspection date 21/06/2011 Inspector Helene Terry

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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 2010. She lives with her partner and 11 year old daughter in a property in Cullingworth, on the outskirts of Bradford, West Yorkshire The whole of the ground floor of the home and a bedroom and bathroom on the first floor are used for childminding. The rear garden is available for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of six children at any one time, of whom no more than three may be in the early years age range. At present, she has four children on roll between the ages of two and four years, most of whom attend for various sessions throughout the week. This provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder regularly attends toddlers groups and is a member of the National Childminding Association. She has a level 3 qualification in early years and receives support from the local authority. Family pets include a dog, a tortoise and a hamster.

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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, and consequently make good progress their learning. Well-considered arrangements are effectively implemented so children are kept safe from harm and their welfare is actively promoted. Working partnerships with others are developing and strong links with parents promote the sharing of relevant information and contribute to the good quality care provided. Systems for self-evaluation are effective in identifying areas for improvement and the childminder shows a good capacity to continually improve.

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further?

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

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further?

 further develop the planning of the activities to show how children's development will be supported, for example, identifying intended learning outcomes of the activities.

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the early years provision

Children's safety is given a high priority. Arrangements for dealing with safeguarding issues are clear and effective. The childminder has good knowledge and understanding of the subject, which means that she is well placed to ensure This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 that children are appropriately protected should a concern arise. Adults in the home are vetted and she follows procedures to ensure that Ofsted are informed of any changes to her circumstances. Supervision levels are good and thorough risk assessments effectively identify and address potential hazards to minimise risks to children. This results in a safe and secure environment in which children can play and learn.

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the early years provision

Good written policies and procedures help to maintain the efficient and safe management of the setting. The childminder has a positive attitude towards training and has completed relevant courses relating to the Early Years Foundation Stage. This enables her to continue to offer children a positive learning environment on a daily basis and keep up-to-date with childcare developments.

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the early years provision

Her home is warm and welcoming, with samples of children's artwork displayed to help them feel valued and part of the setting. A good range of resources are easily accessible to children and help to support their learning across all areas. Flexible daily routines are planned which provide a well-balanced day and ensure that children enjoy a wide range of experiences, both in the home and the local community. The childminder provides a service that is inclusive for all children and their families, ensuring children get the support they need to make good progress. The childminder promotes equality and diversity in a way that is meaningful to the children. She ensures children become aware of diversity within their own community and the wider world. For example, she provides a wide range of resources and activities that positively reflect diversity, including people with disabilities. She also talks to the children about gender as issues arise, for

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the early years provision

example, she reaffirms in conversation with children that 'yes, men are brave but ladies are also very brave'.

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the early years provision

Good working relationships between the childminder and parents ensure children's individual needs are identified and well met. Parents are encouraged to share what they know about their children's development and are kept fully informed of their daily care; for example, the childminder gives verbal feedback to parents at the end of each day and writes in their individual diary or daily sheets, depending on parents' preference. She is currently developing strategies to fully involve parents in observations and assessments through the use of summative assessments, which parents will be encouraged to comment on. Relationships with other early years providers that her minded children attend are also being developed. Although the childminder has not had cause to work with other agencies involved in children's welfare, she is fully aware of her responsibilities to ensure continuity of care.

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the early years provision

The childminder has a clear commitment to ongoing improvement. She is proactive in seeking parents' views through discussions and questionnaires. She uses self- evaluation to identify her strengths and areas for improvement. Children also have frequent opportunities to suggest ideas, and their interests inform the planning of the activities. She also seeks support from the local authority and has taken part in their inclusion audit. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children make good progress in all aspects of their learning and development and are positively gaining the skills they need for the future. Starting points are suitably assessed using relevant information from parents and the childminder's own observations. This means that there is a basis for future planning. Children's progress is well documented, using photographs, observations and examples of their work to give a clear picture of their achievements. A wide range of interesting activities, both in and out of doors, are provided throughout the day. This ensures that children are appropriately engaged and stimulated. However, plans of activities do not include learning outcomes for the children and it is not clear how they extend learning. Children display a positive attitude to learning and are keen to explore and investigate. They have high levels of self-esteem and respond well to appropriate praise. They use language for communication as they talk freely

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and outcomes for children

with the childminder, confidently discussing their activities and interests. They enjoy water play, where they discover what sinks and floats. The childminder uses spontaneous activities to extend learning, for example, a child is who notices that a stick looks like a letter of the alphabet is encouraged to explore this further by making a letter 'i' from a stick and a stone. Children enjoy books and readily talk about what they see, retelling the stories. They also use numbers well during their play. Four-year-olds count extremely well and recognise numbers in the environment, such as barcodes on books. They learn about size and shape and confidently place in order large, medium and small objects. Outings to the nearby park and country walks promote children's knowledge and understanding of the natural world as they observe the plants and mini beasts that they find.

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and outcomes for children

Behaviour standards are high as the childminder has clear expectations and sets a positive example herself. They are developing social skills and use good manners without prompting, saying 'please' and 'thank you'. Children play cooperatively together as they share resources and enjoy each other's company. They play an active role in the wider community through their involvement in local playgroups.

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and outcomes for children

Children feel safe and secure in the setting. They are reassured and comforted by the childminder's presence and are happy and confident in her care. They return to her for cuddles and speak warmly of her. They develop a very good understanding of how to keep themselves safe as the childminder encourages them to think about their own safety as they play. Children talk confidently about what to do in an emergency, such as ringing 999. They recount what to do in an event of a fire and clearly state what the different colours of the traffic lights mean. Healthy lifestyles are readily adopted as children learn good hygiene practices, such as hand washing before meals. They spend time out of doors daily, where they benefit from the fresh air and exercise. Children enjoy a healthy and well-balanced diet and they are encouraged to make healthy choices, such as fruit. Drinks are accessible at all times to ensure that they remain hydrated.

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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 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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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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