Paton, Joanne Louise

Inspection report for early years provision

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Unique reference number EY349741 Inspection date 27/07/2011 Inspector Jan Moutter

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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 2007. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged, one and five years in Swindon, Wiltshire. Her home is readily accessible shops, toddler groups, a park, library and other amenities lie within walking distance. The childminder takes children to and collects them from, local schools and pre-schools.

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Description of the childminding

Minded children may use the entire house, although the practice remains mostly downstairs. A fully enclosed rear garden is available for outside play. Her registration permits her to care for four children and of these no more than two may be in the early years age range, at any one time. The childminder is currently minding four children two of whom are on the Early Year Register and she does provide care for older children before, after and during the school holidays.

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Description of the childminding

The childminder attends the local carer and toddler group. She is a member of the National Childminding Association.

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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 thrive in this welcoming, stimulating setting where they are able to make good progress overall towards the early learning goals. Their welfare is promoted well, in general. The childminder has effective partnerships in place with parents and other settings which children attend. This enhances her understanding of children's individual needs. The childminder evaluates her practice accurately and realistically, and has a positive approach to continuous improvement, so shows a good capacity to maintain improvement..

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further?

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

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further?

 plan and provide opportunities for children to choose independent activities and materials to support their creative learning to encourage progress and continue to monitor all six areas of learning  update the record of risk assessment to include a fuller assessment of risks for upstairs. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder demonstrates a good understanding of safeguarding children procedures. She knows the procedures to follow if she has concerns about children's welfare. The childminder's home is welcoming, clean and safe with a good range of well presented and easily accessible resources. However, the upstairs risk assessment record is limited and does not cover each room at present. This has no impact on the minded children as they do not use upstairs at the moment. The garden is fully enclosed and well equipped with a good range of outdoor play equipment, which is used effectively. Children learn to take care of their environment by growing their own vegetables and helping to tidy up. Effective risk assessments, together with good health and safety procedures contribute well to keeping children safe; for example, children are not allowed go out of sight or hearing especially when walking alongside the pushchair on their

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the early years provision

way home from pre-school. The childminder has addressed the recommendation from her previous inspection, by tightening up her daily procedures and practice. She keeps up to date records such as the register and risk assessments meet requirements as do the procedures for hand-washing. This has an impact on the children as they learn about their own health and safety in a way that is appropriate for them. There are a wide range of written policies and procedures that work well in practice and the childminder provides copies of these to all parents.

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the early years provision

The childminder shows a good commitment to equality and diversity. She warmly welcomes families from different backgrounds and is proactive in finding out about children's individual needs. For example, she gets to know children well and endeavours to gently gain their confidence in order to be able to support them fully in the setting. She offers several initial visits for new children and their parents to enhance the settling in process. She understands and tracks children's progress, sharing this with parents and encouraging them to contribute. Parents state that they are happy with the childminder's care of their children, commenting that she involves the children in decision-making and encourages them to think for themselves. The childminder develops good partnerships with the local school and pre-school. She actively seeks to share information with children's teachers so that she can extend school activities at home. This ensures good continuity between

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the early years provision

the school and other childminding environments in terms of children's welfare and learning.

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the early years provision

The childminder's own self-evaluation processes are effective. She is aware of her many strengths and of areas for potential development. She is a member of the local childminding network and uses feedback from her coordinator to make improvements to her setting. She welcomes input from parents and shares ideas with other childminders. She is pursuing various training courses and wishes to increase her range of resources, and therefore planning to enhance her practice. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children settle quickly on arrival in the setting and are keen to explore the interesting range of resources. Young children are eager to explore toys and equipment and move freely round the play area and sample various activities, the childminder ensure that one group activity is available each session. Older children make themselves comfortable and play confidently with others and all the while the childminder is answering their questions and getting them to think about what they are doing and what they want playing with. All children are able to choose resources freely. As a result, they initiate their own activities, such as drawing pictures, many of which are displayed in the play area. The children benefit from a wide range of activities planned by the childminder, such as cooking, painting, role-play, games and puzzles. They are confident in the childminder's company and benefit from her close attention and support. The childminder builds on what

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and outcomes for children

children enjoy and incorporates small, but suitable, challenges into everyday activities to help them make good progress in their learning. However, the childminder does not monitor the child-led imaginative use of different mediums and materials such as for creative play. This opportunity for self-expression can have a positive impact on the children, such as with their emergent language, as they express and communicate their individual ideas, thoughts and feelings.

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and outcomes for children

Children spend useful time outdoors and in the local community on a daily basis. These well planned activities, such as meetings friends at toddler group help the children explore their social skills and they get out in fresh air. They enjoy gardening, watering the plants, refilling their cans and generally playing in the water trough making the water wheel spin. The childminder is very supportive and helps to introduce the children to ideas of responsibility in caring for the needs of others. For example, using the swing when toddlers are playing, the childminder makes sure that trikes are sea-saw are available to distract, take turns on and to share. These activities also develop useful coordination skills and learn about the wider world, as they do so.

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and outcomes for children

Children learn about a healthy lifestyle because the childminder operates a healthy eating policy effectively and encourages the children to wash their hands before eating, after using the toilet and with the pictorial reminders, the children are able to see that they are helping to make themselves healthy. Young children can rest and sleep according to their individual needs and routines.

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and outcomes for children

Children are secure and develop good self-confidence because they understand what is expected of them. For example, they learn rules about good behaviour such as not jumping on the furniture and being nice to each other. They also learn how to walk along pavements safely and how to cross the road. The childminder gives very affectionate care to the children, and they demonstrate their warmth and closeness to her as they go to her for cuddles and happily sit on her lap and enjoy interacting with her. 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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