Brown, Vicky

Inspection report for early years provision

p.1

Unique reference number EY355840 Inspection date 04/10/2011 Inspector Sheena Gibson

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder registered in 2007. She lives with her husband and one child aged 16 years in Swanwick, Derbyshire. The home is close to local schools, shops and parks. The whole, single-story, house is used for childminding and there is a secure outdoor area. The childminder is an accredited childminder and cares for children who are in receipt of nursery education funding. She has achieved a degree level qualification in an early years subject. The family has two small dogs.

p.4

Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for six children under eight years at any one time. Currently there are nine children on roll who attend for various sessions. Of these, six children are in the early years age group and one child is in receipt of nursery education funding. The childminder cares for children who have special educational needs and/or disabilities. The childminder is a member of National Childminding Association and receives support from the local authority.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children's individual needs are met well and they make good progress in their learning. The childminder works effectively in partnership with parents and promotes children's welfare and development. Children are safeguarded well and documentation is supportive of this. The childminder has a good attitude to continuous development. She is reflective of her practice, although her methods for evaluation are not always effective.

p.4

further?

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

p.4

further?

 build effective partnerships with all providers who are involved in children's learning  use the Ofsted self-evaluation form as an effective tool for on-going reviews.

p.4

the early years provision

The childminder has a sound understanding about safeguarding children. Therefore, their safety and well-being are supported well. She prevents unauthorised people from access to children through, for example, maintaining the indoor and outdoor environment in a secure manner. She is aware that all adults in the house should be appropriately checked and supervises the children well. She carries out risk assessments on the indoor and outdoor environment and on outings, so is aware of potential safety risks to children. She has a sound This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 understanding about safeguarding children from abuse. This includes the procedures to follow if she has a concern and the reporting systems.

p.4

the early years provision

The childminder is enthusiastic about her work and has a good attitude to continuous development. She has completed a foundation degree in a relevant early years subject and continues to attend various workshops to improve her knowledge. She is reflective of her practice, but has not yet developed a fully effective self-evaluation system, such as using the Ofsted self-evaluation form. The childminder works well in partnership with parents. She gives them useful information about the provision, including a copy of the policies and procedures and has daily discussions about their child's day. They, in turn share information about their child so that their needs are effectively met. Information is shared with parents about how children's learning can be consistently promoted. This is also shared with some, but not all, external providers involved with children's learning.

p.5

the early years provision

The childminder's setting is inclusive. All children and families are encouraged to participate. The childminder has considered systems to support families, such as having information in Braille or translated into a language other than English. Children learn about other places through activities and resources, such as small world toys. They have books freely available that show other countries and cultures, helping them to understand about differences in the wider world. The childminder organises resources effectively. Children play and learn in a bright, spacious environment that is equipped to support their needs. Toys are organised to be accessible and allow children to make choices. For example, some are stored in a low drawer unit with pictures of what is inside.

p.5

and outcomes for children

Children make good progress in their learning because the childminder has a sound understanding about how to support them effectively. She sits at their level and interacts well with them, listening to their views. She demonstrates how to use particular tools and gives children ideas of how to extend an activity. The observations that she carries out are used to successfully promote children's next steps for learning. This ensures that children have a balanced range of opportunities across all of the different areas of learning. Children are confident in the setting. They sit at the child-sized table making a picture with felt and paper and glittery pieces, using glue. During the activity the childminder talks to them about what they are creating. They talk about the different shapes and the childminder uses the opportunity to introduce new vocabulary, such as triangle. They talk about their explorations in the garden and the ladybird that they found.

p.5

and outcomes for children

Children say that they also found a caterpillar and they discuss how the caterpillar turns into a butterfly.

p.5

and outcomes for children

Children enjoy responsibility and help out with tasks, such as finding the different pieces of collage materials and tidying up. When they have completed their craft pictures they sound out the initial letter of their name to go onto their paper. Older, more able children attempt to write their name. Children use number stencils that are rough surfaced. They 'feel' the shape of the number and as they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 run their finger around the shape from 'top to bottom', they describe it as 'bumpy'. They fill socks with sand or wooden bricks to estimate how big a sock will stretch as it becomes heavier. They enjoy trips out to enhance their learning experiences. For example, they go to the farm and visit the fire station.

p.5

and outcomes for children

Children's health is supported well and they understand ways to keep themselves healthy. They look forward to lunch time and know that it starts with washing their hands. They help the childminder to collect the food and then help to prepare their sandwiches. They eat a healthy lunch of sandwiches, cold meats and salad. They have free access to an outdoor area where they use tricycles, scooters and other equipment to help develop their physical skills. Children clearly have affection for the childminder and each other. They demonstrate a feeling of security as they approach the childminder for a cuddle. The childminder talks to them about safety. For example, she explains that it is dangerous to walk about with scissors. She talks to children about safely crossing the road on the way to school, to listen for the beep and wait for the green man.

p.6

and outcomes for children

Children are very sociable. They get along well together and play nicely, sharing resources and taking turns. Older early years children help out the younger children when a scooter falls over and they promptly go and pick it up. Children understand the expectations for behaviour. For example, they understand and comply with the 'golden rules', such as tidying away toys and walking in the house rather than running. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.8