Poffley, Kerensa Ann

Inspection report for early years provision

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Unique reference number EY284971 Inspection date 17/10/2011 Inspector Susan May

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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 two children aged nine and 11 years in Theale, Berkshire. The ground floor of childminder's house is used for childminding. There is an enclosed garden available for outside play. The family has a rabbit and a dog.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register and may care for a maximum of six children under eight years at any one time; of these three may be in the early years age group. The childminder is currently minding five children in the early years age group. The childminder also cares for older children.

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Description of the childminding

The childminder is prepared to take and collect children from local schools and pre- schools.

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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 promotes children's welfare as the childminding day is effectively organised following clear policies and procedures that help keep children safe at all times. Children are happy and enjoy the time they spend with the childminder. They make good progress in their learning as they access a wide range of resources in the child centred environment. Children's unique qualities are recognised and their individual needs catered for, consequently, they feel secure in their surroundings and demonstrate a strong sense of belonging. Children behave extremely well. There are good links with parents and carers and most learning is shared in order to plan for their children's future development. The childminder thinks about the service she offers and demonstrates a commitment to improve as she identifies where developing her practice will benefit the children.

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further?

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

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further?

 expand the systems for regularly engaging with parents to provide them with regular opportunities to contribute fully to children's learning and next steps.

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the early years provision

Children's welfare and safety is a priority and the childminder has a good awareness of keeping children safe and clear procedures to follow should she have This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 any concerns about a child in her care. Risk assessments identify and minimise any possible hazards and children are supervised at all times. Children's well-being is maintained as all documentation relating to the children is in place. This includes appropriate parental consents and clear procedures to record accidents and medication. Confidentiality is observed at all times and all children's details are stored securely. A good range of easily accessible toys and resources help children make good progress in their learning as they eagerly play with the equipment in the welcoming and child centred environment. Inclusive practice is supported as each child's needs, family circumstance and background is valued and

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the early years provision

acknowledged. This is reinforced through the good relationship the childminder builds with parents and others involved in the children's care. Ongoing verbal discussions and a daily diary provide the childminder and parents with everyday information. Policies and procedures are discussed at initial visits to ensure there are clear expectations of the childminders practice. Parents give positive feedback about the childminder's care, stating that they are confident their children are safe and happy. Their children are offered a range of experiences that help them learn new skills, and values from home are constantly reinforced. There are good links with others involved in the children's care, for example, at groups that children attend. This helps to support continuity in the children's learning and development. She demonstrates a strong commitment to improving her practice as she receives information and has completed some training with the local authority and meets

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the early years provision

with other experienced childminders to discuss good practice and gain new ideas. The childminder thinks about her provision and her practices. She recognizes her strength as an experienced childminder and has identified areas for development that would be of benefit to the children.

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and outcomes for children

Children clearly feel confident and at ease as they move around playing happily in the childminder's home. Resources and activities are attractive and well thought out to promote learning in all areas. The childminder provides a good balance of adult-led and child-initiated opportunities to help progress children's learning. The childminder clearly enjoys her role and is an experienced childcare practitioner with a clear understanding of children's development. She makes observations and assessments of the children and incorporates them into development records which begin to show records of children's progress that help inform future planning. However, while records are available to parents and include some input from others involved in the children's care, systems for engaging with parents do not effectively provide them with opportunities to share information about their children's learning and next steps.

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and outcomes for children

Children show curiosity as they play. For example, with role play resources they explore real and imaginary situations as they 'cook' a meal and begin to understand about keeping safe as they warn the childminder that food from the oven will be hot. The childminder asks open-ended questions that challenge children's thought processes, and helps young children begin to recognise speech patterns as she repeats words back to them in simple sentences. Children are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 developing early writing skills as they have access to mark-making materials and are beginning to recognize that words have meaning; for example, as they see a welcome sign and displayed posters with information about healthy foods and fire safety. She successfully supports children's mathematical learning and vocabulary as she talks to them about size, shape and colour linked to their chosen activity,

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and outcomes for children

for example, as they play with the stacking containers. She observes children as they play, is on hand to offer support, but does not intervene unnecessarily. This allows children to initiate their own learning as they explore for themselves, reinforce their existing skills and complete new challenges.

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and outcomes for children

Children have a good relationship with the childminder, developing secure relationships with both the childminder and each other. Each child is recognised as an individual and their family background and circumstance respected and acknowledged. The childminder creates an inclusive environment that encourages children to feel a sense of belonging. Children begin to develop an awareness of diversity and understanding of the needs of others through resources that promote positive images, for example, small world figures and books. Regular visits to groups help children socialise and begin to find out about the local community and the wider world. Planned events such as walks to collect leaves, conkers and look at the changing outdoors help children begin to understand about the natural world. Children begin to develop healthy lifestyles as they follow the good example the childminder sets, for example, using an antibacterial spray after petting the

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and outcomes for children

dog. Children's physical skills are promoted as they have ample opportunities to play in the garden and choose from a range of equipment on which to climb, bounce and ride. All areas of learning extended outdoors as visits to local parks and a range of outings enable children to experience new activities and environments. A range of everyday technology, tools and resources, such as puzzles, interactive toys and construction helps promote children's skills for the future, developing coordination and problem solving skills. Children behave exceptionally well. They learn about acceptable behaviour as the childminder provides a calm role model. The childminder uses positive strategies to encourage good behaviour, for example, providing clear explanations for young children to help them begin to learn to share and take turns. Children are considerate to each other and demonstrate an understanding of each others

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and outcomes for children

feelings. Children are extremely eager to please with praise and recognition of their achievements from the childminder helping them feel valued and building their self-esteem. Children's nutritional needs are catered for throughout the day, with drinks and snacks provided at regular intervals. All children's dietary needs are known and parents may provide meals if they wish. Consistent daily routines, such as hand washing with an age appropriate explanation about the reason they need to be washed, help children begin to understand about keeping themselves healthy. Children develop independence and social skills as they self-select their activities, sit together at meals and activities, and play together at groups they attend and in the childminder's home. 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 1 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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