Foster, Frances

Inspection report for early years provision

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Unique reference number 504945 Inspection date 05/09/2011 Inspector Susan Heap

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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 1996. She lives with her husband in the Chadderton area of Oldham, close to shops, parks, schools and public transport links. The whole of the ground floor and the bathroom on the first floor are used for childminding. The garden is used for outdoor play. The family has a cat, a chameleon and two turtles.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, no more than three of whom may be in the early years age range. She is currently minding three children in this age group. The childminder is registered by Ofsted on the Early Years Register and both parts of the Childcare Register.

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Description of the childminding

The childminder collects children from the local school and regularly attends toddler and childminding groups. The childminder has an NVQ Level 3 in Childcare and Education.

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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

The childminder provides an early years provision that is consistently of a good quality; children's care, safety and learning are paramount. She has a strong commitment to continuous improvement through being a reflective practitioner. Areas identified for improvements are realistic and challenging. Children have good opportunities to enjoy a wide range of fun and interesting activities. As a result, all children make good progress in their learning and development, and receive good support. Most aspects of partnerships with parents and other professionals, and the use of documentation to promote progression and continuity for children are good.

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further?

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

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further?

 develop ways of encouraging parents to share their observations of their children's activities and interests to help inform future planning for their individual needs  implement a system to monitor children's progress towards the early learning goals to ensure that any gaps in their learning identified.

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the early years provision

Children's safety is given high importance. As a result, quality risk assessments of the home, visits and outings are completed and potential hazards are quickly acted This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 upon, reported and recorded. For example, the childminder voiced her concerns about potential choking hazards at a toddler group. The childminder has a comprehensive understanding of safeguarding issues, and all adults within the home are vetted. She demonstrates a strong commitment to attending training to improve her knowledge and skills; she has recently attended training on safeguarding and the Common Assessment Framework. She demonstrates enthusiasm, dedication and a clear vision for continual improvement with a strong 'can do' attitude to ensure that all children benefit from a good quality safe, caring and learning environment. Recommendations from the

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the early years provision

previous inspection have been successfully implemented and have improved children's safety and learning. By being a reflective practitioner, she successfully identifies areas for development. She has developed good quality resources to offer interest and challenge to the children in her care, such as different fabrics or mathematical equipment. The childminder organises her home, time and resources extremely well to support children and meet their varying routines and needs. Toys and resources are plentiful, are of good quality and fully support children's individual play, learning and development. The childminder has a positive and inclusive approach to all aspects of diversity. This is reflected in her practice and many of the resources available, such as posters, dolls, books and small world figures. Key information is gathered during the settling in process to ensure that all aspects of children's care, learning and development are fully known and understood. As a

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the early years provision

result, all children are valued as individuals and consistency of care and inclusion are reflected in her daily practice. Parents have access to children's learning journeys and their views are sought on children's progress. However, their observations and comments are not fully utilised to aid and inform future planning for children's development. Their views are actively sought through an annual questionnaire and their written comments are extremely positive about the high quality of care, activities and information provided; comments such as, 'She is fab' and 'Children are settled and happy to go each day', show how highly they value the professional care and good quality of activities offered to their children. The childminder has a secure understanding of the value of working with other professionals when the need arises to provide a good level of support to children in her care.

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and outcomes for children

Children have good opportunities to enjoy a wide range of activities which help to promote their health and well-being. These also develop their understanding of the importance of a healthy lifestyle. All children benefit greatly from daily opportunities for fresh air and physical activity to develop control and coordination of their bodies, either in the garden, visiting local groups or taking part in music and movement activities. Children are well nourished, benefit from a healthy diet and eat at regular intervals. Their individual care needs are met extremely well; they are fully supported in their play and activities by a caring adult who sensitively interacts with them at their level at all times. Children develop good problem-solving, communication and physical skills. Younger children access a range of media to develop their mark making skills by This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

exploring flour, talcum powder and cooked spaghetti in large trays. While older children have access to a good range of tools, such as paints, crayons and pencils. Younger children explore cause and effect toys which develop their understanding of technology. For example, pushing buttons or turning wheels on a shape sorter. The good organisation of the home and how the childminder deploys herself, fully support children learning to move around the spaces safely and confidently. For example, as children make their first tentative attempts at standing and balancing, fully supported and encouraged by the childminder. Planned activities and themes, such as talking about slugs and snails link to children's individual interests and are used successfully to extend their learning about the natural world. This is continued through stories and use of puppets as children re-enact the story of the Hungry Caterpillar. Each Thursday children taste different foods from around the

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and outcomes for children

world. Photographs displayed, show them enjoying, Mexican, Indian, Chinese and Danish food. The childminder is extremely resourceful and continually looks out for new toys and equipment which will extend children's learning and interest. For example, purchasing an abacus to develop children's understanding of numbers. Children make good progress in their learning and development in relation to their capabilities and starting points. Observation and assessment records of children's achievements and interests are successfully used to inform planning for the next steps in their individual learning and development. These are of good quality, and clearly demonstrate the needs, interests and skills of each child. However, systems to identify any gaps in children learning are not fully developed. Children benefit greatly from the well-developed, warm and trusting relationships they have formed with the childminder. They snuggle up to her when looking at books and respond

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and outcomes for children

positively to open ended questions when completing a jigsaw. Children behave well; they receive clear consistent messages due to the childminder being a positive role model and receive lots of praise for their efforts or awards for being Star of the week. This develops their confidence and self-esteem. 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 1 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 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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