McAllister, Elizabeth Clare

Inspection report for early years provision

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Unique reference number EY423487 Inspection date 22/07/2011 Inspector Susan May

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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 registered in 2011 and lives with her family in Bracknell, Berkshire. All areas of the premises are used for childminding. There is a fully enclosed garden for outdoor play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register and may care for a maximum of three children under eight years at any one time. The childminder is currently caring for one child in the early years age group. The childminder is prepared to take and collect children from local schools.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children clearly feel settled and secure in the childminder's home and develop warm and caring relationships with her. Systems for assessing children's next steps in order to provide age-appropriate activities are in the early stages, but overall they make satisfactory progress in their learning and development. The childminder offers an inclusive setting where all children are welcomed. Children's safety is a priority and effective systems are implemented to keep them safe at all times. The childminder does not have robust systems to identify all areas for development, but demonstrates an appropriate capacity to maintain continuous improvement.

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further?

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

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further?

 develop systems of observing and assessing children's needs in order to plan age-appropriate activities for the next steps  develop systems of self-evaluation to identify the setting's strengths and priorities for development in order to improve the quality of the provision for all children.

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the early years provision

Children play in a child-friendly environment with access to toys they can independently select from the range of resources available. The childminder keeps children safe and has a good understanding of the signs and symptoms of abuse and neglect. She has clear procedures in place should she have any concerns about a child in her care. Parents are given copies of policies and procedures at initial visits and children's information is recorded accurately with all required This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 parental consents obtained. Confidentiality is observed at all times. The childminder has comprehensive risk assessments in place for the home and outings that assess potential hazards to children and outline actions taken to reduce these. Risk assessments are reviewed regularly.

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the early years provision

The childminding day is organised following daily routines in line with parental preferences. The childminder checks that parents are happy with the service she offers, as she requests some feedback on her care. Daily conversations and a communication book ensure parents are aware of their child's day. The childminder offers an inclusive service that promotes equality and diversity. Each child and their families are recognised for their unique qualities, while resources and activities support children's individual needs and promote their awareness of the wider community. Relationships with parents are positive and parents comment on how well their children are settled and the good rapport the childminder and children have. While it is not currently relevant to the children cared for, the childminder demonstrates through discussion an understanding of sharing learning with other carers to help ensure continuity and consistency in the children's care.

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the early years provision

The childminder reflects on her practice satisfactorily, but does not yet have sufficiently robust systems in place to identify all areas for development. The childminder is seeking to develop her childminding practice, sharing her thoughts and ideas with fellow childminders and seeking training from the local authority and other agencies. She consequently demonstrates sufficient commitment to continuously enhancing her provision.

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and outcomes for children

Children benefit from a child-friendly environment, where child-related posters displayed around the home are a source of information and help provide a warm welcome. Most resources and activities accessible to children are appropriate for their ages and help them make satisfactory progress in their learning and development overall. Children develop independence as they choose what they want to play with. The childminder supports children as she spends time with them. She encourages them to respond to her questions and join in with conversations. She uses good eye contact and speaks clearly, repeating words to help develop younger children's vocabularies. The childminder knows the children well and has begun to record their development using photographs and dated examples of children's work. These records show some progression in the children's learning. However, systems of observing and assessing children's needs

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and outcomes for children

do not yet effectively identify next steps to inform future planning. Parents are informed of the development folders and their input is welcomed.

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and outcomes for children

Children learn about the local community and the natural world through, for example, visits in the local area to nearby parks and outings to collect leaves. Children are encouraged to care and value each other as they socialise, for instance, when they meet up with other childminders to share activities and play with other children. Children complete puzzles to develop problem-solving skills. They access pencils and crayons to make marks with and use tools to develop This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 control and coordination as they help cut up their fruit at snack time. Play in the garden offers some resources to develop children's physical skills further. For example, children bounce on the trampoline, chase bubbles and play golf with child-sized clubs. During warmer weather children become sun aware and are encouraged to drink more, helping develop their understanding of looking after

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and outcomes for children

themselves and leading a healthy lifestyle. There are opportunities throughout the day for quiet and active times, such as sitting quietly and looking at books with the childminder. The childminder follows good hygiene routines, teaching children about caring for themselves. Young children begin to wipe their own noses, use baby wipes and receive explanations as to why they should put their hands over their mouths if they cough.

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and outcomes for children

Children begin to develop skills for the future as they have access to toys that respond with light and sounds when they press buttons. The childminder adopts a calm and relaxed manner with children to which they respond well; as a result good relationships are being forged. The childminder gives praise for children's successes to build their confidence and self-esteem. Children behave well. They follow simple rules that help establish an understanding of the childminder's expectations and their understanding of keeping themselves safe. For example, they know they must take care when stepping out of the patio door and are given an explanation why it is not a good idea to climb on the furniture. 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 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 3 The extent to which children develop skills for the future 3

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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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