Pusey, Christina

Inspection report for early years provision

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Unique reference number EY281537 Inspection date 16/08/2011 Inspector Hazel Farrant

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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 2004. She lives with her husband and three children in a residential area of Fleet in Hampshire. The whole of the property is used for childminding and there is an enclosed garden for outside play. Access to the property is at street level. The childminder is registered to care for a maximum of five children, two of which may be in the early years age range. When working with an assistant, she may care for up to seven children under eight years, three of which may be in the early years age range. The childminder is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. There are currently eight children on roll, three of which are in the early years age range. The childminder's home is within walking distance of local shops, parks, schools and other local amenities. The family have a cat as a pet. The childminder collects children from the local school and attends toddler groups. The

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Description of the childminding

childminder has a Level 4 qualification in Early Years Practice. The childminder is a member of an approved network, 'Children Come First', and is currently in receipt of early education funding. There are procedures in place to support children with special educational needs and/or disabilities, as well as those who speak English as an additional language.

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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 welcomed into a relaxed and homely environment where they cared for by a warm, loving childminder who fully understands their individual needs. They make excellent progress in their learning because the childminder provides a range of exciting activities based on children's personal preferences. Overall, the observation, assessment and planning systems in place are effective, and most documentation is in place. The childminder reflects on her practice and has implemented systems to enable her to sustain continuous improvement.

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further?

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

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further?

 develop effective systems to enable parents to contribute to the observation, assessment and planning for their child  allow children to pour their own drinks to support children's independence skills  record details of evacuation drills in a fire log book, including details of any problems encountered and how they were resolved. 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 has completed advanced level safeguarding training and, as a result, is fully aware of her role and responsibility in protecting the children in her care. The premises are safe and secure. The childminder is able to clearly identify any potential hazards to children and the use of ongoing risk assessments ensures that these are effectively minimised. For example, safety gates restrict children's access to the kitchen and low electric sockets have been made inaccessible. Toys are easily accessible and are regularly rotated so that children remain engaged and excited about the resources that are on offer. Resources include a wide variety of multicultural toys. Therefore, children are accessing positive images of the wider world we live in, thus promoting equality and diversity effectively. Children enjoy using the 'dark tent' where are able to enjoy the benefits of 'light therapy' using a

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the early years provision

range of torches and fibre optic lights. This provides a calm and tranquil area for children to relax in. Outdoors is seen as an extension to learning and children happily move between indoors and outside as they wish. This helps to maximise and support their learning and development.

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the early years provision

The childminder shows obvious enjoyment in being with the children. She is totally dedicated and strives to ensure that children receive a high level of care and learning whilst having fun. She updates her knowledge by attending training courses and implements what she has learnt to improve the service that she provides. She has recently joined an approved childminding network and is developing areas of improvement with the support of her co-ordinator. The childminder also reflects on her own practice and is able to identify areas to further develop so that improvement is sustained. Most required documentation is in place, correctly maintained and supports the childminder's good practice. The childminder has developed positive working relationships with parents. She works closely with them and shares information with them through daily conversations and using a daily diary which includes photographs. The childminder has a very

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the early years provision

good understanding of how children learn and recognises the importance of using observations of children to plan the next steps in their learning. Parents have good access to their child's development records. However, currently parents do not have the opportunity to be involved in contributing to the observation, assessment and planning for their own child. The childminder actively develops and fosters links with other settings that children attend, to maintain a consistent approach to children's learning.

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and outcomes for children

Children are secure and comfortable in the childminder's home. They develop their imaginations very well and learn to share and negotiate with one another as they play with small world toys and create imaginative scenarios. For example, children decide they want to set up a pizza restaurant. They use skills of negotiation to decide who will be the cook, the server, or the diner. Children are very good This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 communicators and thoroughly enjoy talking with one another as well as the childminder during their play. They use a pencil and writing pad to take the food orders and remind each other about good manners. Children further develop their enjoyment by drawing a picture of their own pizza. They enthusiastically talk about what is healthy to eat and what is bad for you, showing an excellent understanding of how to promote their own good health. The childminder effectively extends their

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and outcomes for children

interest by encouraging them to make their own pizzas to eat for lunch. The childminder's excellent use of open-ended questions makes the children think about what they are doing, and aids their learning for skills for the future extremely well.

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and outcomes for children

Children behave well because they are constructively occupied and aware of the childminder's expectations. Children use and practise their mathematical skills as they count how many times they slide down the garden slide and how many bounces they make on the trampoline. They develop dexterity and hand to eye coordination as they turn dials and switches on the play kitchen and practice skills of cutting with scissors. Children begin to learn about being safe because they take part in emergency evacuations regularly, so that the children know what to do in a real emergency. However, the records kept of evacuation drills do not detail any problems encountered and how they were resolved to further support children's safety. Children learn about the environment as they notice changes in the weather, such as when the clouds gather before it rains. They learn to respect and appreciate difference and diversity as they see and use resources showing positive

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and outcomes for children

images of people from different ethnic backgrounds or with physical disabilities. Children benefit from being provided with healthy snacks and meals and because individual needs are catered for. They confidently take care of their own personal needs and clearly know that they must wash their hands to 'wash the germs off'. Children understand that they need to drink when they feel thirsty after exercising. However, they do not have opportunities of practising pouring their own drinks to fully promote their independence skills. 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 1 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 1

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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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