Stack, Lisa Marie

Inspection report for early years provision

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Unique reference number EY419538 Inspection date 28/07/2011 Inspector Mary Kilroy

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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 partner in Abbey Hey, Manchester. The whole of the ground floor of the childminder's home is used for childminding, with toilet facilities situated on the first floor. There is a fully enclosed rear yard 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 three may be in the early years age group. She is currently caring for three children who are within the early years age range. She is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder attends local carer and toddler groups and takes and collects children from a local school. She is a member of the National Childminding Association and holds a Nursery Nurses Examination Board and an NVQ Level 2 qualification in play work. She receives support from Manchester Sure Start.

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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 enjoy stimulating, age-appropriate activities in a warm, safe and inclusive environment. The setting successfully promotes children's safety and welfare. Highly effective assessment and planning enable all children to make good progress in their learning. The childminder has built positive partnerships with parents and they are involved in their children's learning. Meeting the individual needs of children that she cares for and building on their starting points and changing interests are strengths of her provision, recognising the uniqueness of every child. She reflects well on her practice but self-evaluation procedures are not fully effective to monitor her provision.

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further?

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

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further?

 develop procedures to monitor and evaluate the provision.

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the early years provision

The childminder has a good knowledge of safeguarding procedures. She demonstrates her awareness of the signs and symptoms of abuse. She records all incoming accidents and events that occur outside her care. Written risk assessments are in place for every area of the premises and all outings. Children are involved in identifying hazards and are learning good strategies to remain safe. They help to check the contents of the evacuation bags sited at the front and rear This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 doors and review or add to the contents, such as blankets for colder months, fresh water daily and biscuits. The childminder ensures her service is inclusive and provides a warm welcome for children, parents and visitors. She exchanges twice- daily verbal information with parents and all records and the children's files are shared with them. She works in partnership with them, asking what children are

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the early years provision

doing at home and telling them what they do in her setting. She has formed effective links with other providers of the Early Years Foundation Stage, such as the local school, other childminders and the children's centre. This ensures children make good progress and provides consistency of learning and care.

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the early years provision

Children are nurtured by a caring childminder who supports them with kind words and encouragement, giving them her full attention. She has procedures in place to support children with special educational needs and/or disabilities and those who speak English as an additional language. She reviews her provision constantly to ensure it is inclusive and meets every individual need. Resources are accessible, enabling children to confidently make choices and extend their play, and the childminder has pictures of toys which are not as accessible to enable children to make choices.

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the early years provision

Written policies and procedures work well in practice to promote children's health, enjoyment and achievement. Records and documentation are up to date and securely stored to maintain confidentiality. The childminder recognises the importance of continuous improvement, can identify the strengths and weaknesses of her provision and addresses them through training. She has a wish list and outlines achievable plans for future progress. She evaluates every area of the provision constantly and monitors the areas of continuous provision for use by individual childre. The childminder has made a good start to written self- evaluation. For consistency and to ensure that every area of her provision is covered, she wishes to input this online so that regular updates show that she is planning for future progress.

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and outcomes for children

Children can access a wide range of toys and equipment easily and independently, and the childminder shows laminated pictures of toys and equipment that are not as accessible to young children who are not yet talking, to enable them to point to the pictures and make appropriate choices. Children move around confidently and are settled and happy. They feel safe as the childminder helps them to identify hazards and they regularly practise the emergency evacuation procedure. They are confident when it is used and are learning strategies to remain safe. The childminder has few house rules; these are mainly about safety and having concern for one another. Relationships between herself and the minded children are good. Behaviour is good; children show concern for the feelings of others and are starting to take turns well.

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and outcomes for children

Children are highly stimulated and the childminder spends all her time playing and interacting with them. Young children mix primary colours with the childminder to see how others are made. The childminder extends or suggests further activities This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 quickly, as young children tire of them. She asks them what they want to do or if they have enjoyed the activity. The childminder builds well on children's starting points and changing interests and uses every opportunity for learning, for example, a child has recently had dogs staying at home and loved having them. With parents' permission, the childminder takes the child to relatives' homes where they can see fish and a cat, walk dogs and help to take care of them, and they have started a dogs and pets theme.

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and outcomes for children

The childminder asks open questions and children take turns to listen carefully and respond. Young children's vocabulary is good. They enjoy 'listening walks' around the area to encourage listening skills as well as observing. The childminder always responds to babies' babbling, early language and facial expressions. A baby enjoys a new song and tries hard to say some of the words. The childminder skilfully uses books, telephones, a tape recorder, puppets and prop bags for stories and songs.

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and outcomes for children

Children have access to programmable toys and learn good skills for the future as the childminder provides them with lots of good, first-hand opportunities. Children are able to take advantage of naturally occurring events, such as snow. They explore and investigate, problem solve when building dens and have good tactile experiences through using natural materials and skilled use of treasure baskets and heuristic play. The childminder buys toys and equipment in natural materials where possible. Children enjoy messy play and creative activities and she is adept at encouraging children who don't like to be messy to join in. For example, she puts a favourite toy car or digger into jelly, shaving foam or sand.

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and outcomes for children

Children have lots of opportunities to gain knowledge and understanding of the wider world, as they enjoy a wide range of outings. They ride on the tram or train and visit the allotment to learn which vegetables grow above or below ground. The childminder involves children in everything, including risk assessment, shopping and formulating rules. A child who is skilled at jigsaw puzzles helps the childminder to look online for the next stage puzzles when they start to get easy. They make lists for shopping together and help to find items in the correct supermarket aisle. The child is good at remembering what is on the list. As they get older, the childminder introduces simple budgeting, giving small amounts for simple tasks to enable them to save for wanted items. Children visit the bank and post office, make marks on slips and know the procedures for paying in cheques. They have opportunities to weigh fruit and vegetables and use self check-outs at

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and outcomes for children

supermarkets and the library, where children have their own library cards.

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and outcomes for children

The childminder provides a healthy range of home-cooked snacks and main meals, often prepared and frozen at weekend to maximise time spent with the children. She is aware of the 'eat well' plate, providing plenty of pulses, fibre and wholemeal bread, and knows that young children need more fat than adults. She discusses food and drink intake daily with parents. Children enjoy fruit and vegetables and have lots of drinks to remain well hydrated. Stimulating activities are supported by skilled observation and planning. 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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