Ashby, Lisa Louise

Inspection report for early years provision

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Unique reference number EY339978 Inspection date 30/06/2011 Inspector Mauvene Burke

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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 2006. She lives with her husband and three children aged 10, 16 and 19 years in the London borough of Wandsworth. The whole of the childminder's flat is used for childminding, with the exception of the master bedroom. The provision is registered by Ofsted on the Early year Register, as well as the compulsory and voluntary parts of the childcare Register. The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding three children in this age group. The childminder walks to local schools to take and collect children and regularly attends the local parent and toddler group.

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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 making good progress in their learning and development and enjoy their time at the setting. Children's welfare and safety is promoted generally well. Effective links with parents and carers ensures that children's individual care needs are met well. However, systems to promote children's understanding of the wider world are not as effective. The childminder is committed to making ongoing improvements to her provision and has completed a reflective self-evaluation of her practice demonstrating a secure commitment to continuous improvement.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 ensure the record of risk assessment includes i the date of review (Documentation) 21/07/2011

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further?

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

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further?

 develop observation and assessments to identify children's progress and learning priorities to plan relevant and motivating learning experiences for each child  actively promote equal opportunities and anti-discriminatory practice through the provision of resources and activities that provide positive images of diversity, for example This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are protected from harm and neglect as the childminder has a good understanding of the signs and symptoms of abuse and Local Safeguarding Children Board procedures of which she has a copy. She shares these with parents to ensure that they are aware of her role and responsibilities in protecting all children in her care. All adults within the provision have completed the effective vetting procedures and the childminder is aware that when children turn 16 years old, they too must complete the vetting process. This ensures adults are suitable to have regular contact with children and further promotes children's safety. A risk assessment and daily visual safety checks are carried out to eliminate hazards on the premises and on outings. Nonetheless, the childminder does not always record the date she intends to review her risk assessment, this is a breach of requirements. Emergency escape plans, along with regular practises also help

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the early years provision

children to learn how to keep themselves safe.

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the early years provision

Resources are challenging and of good quality. They are displayed attractively at a low level enabling children to develop their independence in the choice of activities and toys. The childminder has started the process of self-evaluation and is aware of how such systems can help to identify strengths in the provision and assist in prioritising areas for further development. Since her last inspection, the childminder has gained a National Vocation Qualification at level 3 in childcare and has attended several training courses, including Makaton. The childminder demonstrates a commitment to on-going training in order to enhance her knowledge of childcare issues which she considers will improve the outcomes for children. This demonstrates a commitment to continuous improvement.

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the early years provision

Partnerships with parents and carers are very positive with detailed information being shared about children's home routines and care needs. The childminder demonstrates how she works in partnership with parents and carers. For example, parents are involved in her self-evaluation process and she asks them to comment on anything they feel could be improved. Parents requested more detailed information on a daily basis. As a result, each parent now receives a full report on everything that their children have done during the day. There are no children attending the setting who has special education needs and/or disabilities. However, the childminder is aware of her responsibility to foster partnerships with other professionals as and when necessary. The childminder gains information from parents about their children's individual needs. They learn about diversity through activities provided at the local toddler groups. However, there are limited

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the early years provision

opportunities for children to explore diversity at home with the childminder through resources and activities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are made to feel welcome into this homely environment where they feel at ease in their surroundings, evidence of this is seen as they confidently move around exploring their surroundings. New children settle extremely quickly and build trusting relationships with the childminder almost immediately. Children enjoy their time at the childminder's house as they have the opportunity to initiate their own play. They all enjoy being close to the childminder and members of her family, and show a real sense of belonging as they wrap their arms around the childminder's legs or settle onto her lap as she sits on the floor reading books or engaging with them as they play.

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and outcomes for children

As part of the weekly routine, children are taken out to a variety of group sessions within the local community; this is where most of children's learning takes place. This allows children to interact and socialise with other children and provides them with the opportunity to learn about people who are different from them. During these sessions, children have access to a wide range of activities which contributes to their learning. The childminder works alongside other childminders and a professional teacher, in planning activities for the children in their care. It is at these groups where the childminder conducts the majority of the observations of the children. These are clearly linked to the areas of learning but do not fully assess their progress.

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and outcomes for children

In the home environment, the childminder is totally aware of the importance of helping children to develop their speech and language. She constantly speaks to children, giving clear answers to the questions that children ask. Children enjoy joining in and listening to familiar stories. They have access to a range of books appropriate for their age and stage of development, for example, textured and 'lift the flap' books for younger children and babies. Children enjoy imaginative play, and play alongside each other as they make cups of tea and prepare dinner. As the childminder goes to eat some of the 'food' they have prepared, children tell her 'No, it is still hot', demonstrating their developing sense of safety. A suitable range of programmable toys gives them opportunities to begin to develop their understanding of how technology can help them in their everyday lives. However, there is little evidence of resources that promote diversity.

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and outcomes for children

The children are cared for in a clean and hygienic environment which promotes their health. Children have individual hand towels with which to dry their hands, and the childminder ensures that after each nappy change, the changing mat is cleaned with antibacterial wipes. These effective procedures help to reduce the risk of cross-infection. Children are offered healthy, nutritious and well-balanced meals and have daily opportunities to receive exercise and fresh air as they are taken on the school run. With the gentle persuasion of the childminder, children in this setting are learning to share their toys each other, they behave well, demonstrating an understanding of the set boundaries and expectations that the childminder has set within the home. The childminder uses a positive and consistent approach to managing behaviour which takes into account children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

levels of understanding and maturity. 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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