Paul, Kerry Margaret

Inspection report for early years provision

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Unique reference number EY423626 Inspection date 16/09/2011 Inspector Glenda Field

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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. She lives with her husband and their children aged three years and two years in Norwich, Norfolk. The whole house is registered for childminding purposes with the exception of the master bedroom. There is an enclosed garden for outdoor play. The childminder is able to take and collect children from local schools and pre-schools. Overnight care is provided.

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Description of the childminding

The childminder is registered to provide care for a maximum of four children at any one time, of whom no more than one may be in the early years age range. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently four children attending, of whom three are within the Early Years Foundation Stage. All current children attend on a part-time basis. The childminder is suitably qualified and 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 settle with ease in the welcoming and inclusive environment of the childminder's home and consequently make good progress in their learning. Effective procedures ensure they are safe and secure. The childminder has developed a very strong partnership with parents and carers and involves them fully in all aspects of their children's learning and development. Systems for monitoring and evaluating the provision, to identify priorities for development are effective, however, systems to include users as part of the self-evaluation have not been fully explored.

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further?

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

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further?

 develop the use of self-evaluation taking into account the views of users to further identify the setting's strengths and priorities for development to ensure children continue to receive high quality care and education

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the early years provision

Children's welfare is well protected. The childminder has a good knowledge and understanding of how to safeguard children and is familiar with child protection procedures. She has an appropriate safeguarding policy which is shared with parents. Appropriate measures, such as ensuring that all household members have undergone vetting checks, are in place. Accurate records, policies and procedures for the safe management of the provision are kept. The childminder consistently carries out regular risk assessments of her home and of any outings and takes This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 effective action to reduce risks. She holds a current paediatric first aid training certificate and is able to take appropriate action in the event of an emergency. The home is organised well and is maintained to a high standard. Resources are good and effectively support children's learning and development. Most are provided at

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the early years provision

a low level, child sized furniture helps to increase children's self-help skills and independence.

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the early years provision

The childminder has developed partnerships with parents that are very effective and make a significant contribution to children's achievement and well-being. She maintains excellent systems of communication using daily discussions and communication books. All these systems are used well, promoting a two-way flow of communication and enabling parents to be part of their children's daily achievements and developmental milestones. The provider liaises closely with other providers delivering the Early Years Foundation Stage for children that attend her setting. For example, this term the theme at a pre-school attended by a minded child is 'all about me' and the childminder is providing activities around this theme for the child.

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the early years provision

The childminder has obtained in-depth knowledge of children's backgrounds and needs using this strong parent partnership. She makes the most of diversity, carefully tailoring her practice to each child's individual requirements. In addition to her organised approach this ensures that each child in her care is given the appropriate support and resources to help them feel included and valued as a unique individual. The childminder shows a strong commitment to her professional development through attending ongoing training. Systems for monitoring and evaluating the provision to identify areas for development are in place, however, further development is required to take into account the views of users to accurately identify the setting's strengths and priorities for development to ensure children continue to receive high quality care and education.

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and outcomes for children

Children are safe and develop a strong sense of belonging in the childminder's home. Their well-being and health is promoted efficiently. For example, they can independently access their drinks and are given healthy choice options about what to eat for snacks, such as a variety of fresh fruit. This promotes children's decision making well and helps them develop skills for the future. Children can readily choose from the wide range of play materials made available. The childminder intends to develop a picture book of all the resources she has, this will be placed on a low table where children can view it easily to help them choose additional play items. Well-organised routines help very young children to feel secure and confident.

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and outcomes for children

Children learn how to be safe as the childminder raises their awareness of the danger of fire through involving them in the evacuation procedures for the home and road safety when out. Children are eager to join in activities; they explore with confidence and develop independence. They behave well and display good social This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 skills. Children show an awareness of space as they move with confidence in and outside the setting. They learn to manipulate small tools during sand, water and dough play. Children move with control and co-ordination on large pieces of equipment in the garden, local parks, children's groups and at childminder support groups. The childminder uses open questions and gives children time to think in order to develop their language skills, for example, she asks what happens when paint colours are mixed.

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and outcomes for children

Children have lots of opportunities to mark make using chalk, crayons, pencils and sand. They use numbers puzzles and learn to count items, such as building blocks. They learn about weight and measure and how things change when taking part in cookery activities. Children think about simple problems as they use a selection of puzzles, shape sorters, push button toys and construction resources. They develop their creativity as they paint, print, play music and sing. Children are beginning to develop an awareness of people's similarities and differences through activities that include stories being read to them by the childminder They become familiar with their community on outings to the park, shops, library and childminder support groups.

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and outcomes for children

The childminder provides each child with an individual approach by adapting and extending activities. Children's achievements are shared with their parents; these records are illustrated well with photographs and highlight children's potential next steps in their learning. Consequently, planning is responsive to their needs and children in her care are motivated and enthusiastic learners. 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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