Bingham, Joanne Louise

Inspection report for early years provision

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Unique reference number EY342134 Inspection date 13/10/2011 Inspector Helen Blackburn

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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 2006. She lives with her husband and two children aged 10 years and six years in the Parkgate area of Rotherham. There are shops, parks, schools and public transport links in the local area. The whole of the ground floor, first floor bathroom and middle bedroom of the childminder's home is used for childminding. There is a fully enclosed garden for outdoor play. The childminder has two fish as pets.

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Description of the childminding

The childminder is registered on the Early Years Register and she can care for a maximum of five children under eight years at any one time, no more than three of which may be in the early years age range. She is currently minding four children in the early years age range. The childminder also offers care to children aged over five years to 11 years. The childminder is also registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. She is currently minding two children in this age group.

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Description of the childminding

The childminder takes and collects children from local schools and nurseries and she goes to several toddler groups regularly. She 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

The childminder has excellent relationships with the children and parents, which means she effectively meets children's individual needs. The childminder provides a learning environment that is safe and clean, which positively promotes positive behaviour, children's independence, diversity and difference. Most documentation, policies and procedures are in place to support the safe management of the setting. The children experience an excellent range of activities to support their learning and they are extremely enthusiastic learners. The childminder's excellent commitment towards promoting improvement and good self-evaluation processes contribute to setting clear goals and targets to improve outcomes for children.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 improve the record of risk assessment so that it includes information on when it was carried out, by whom, date of review and any action taken following a review (Documentation). 31/10/2011

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further?

To further improve the early years provision the registered person should: This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  improve knowledge and understanding of the procedure for dealing with allegations of serious harm or abuse by any person living or working on the premises and consider how parents are informed of this procedure  make better use of the guidance on effective practice, planning and resourcing to provide ideas on activities and initiatives to support and extend children's learning.

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the early years provision

The childminder has a good understanding of her roles and responsibilities in safeguarding and promoting children's welfare. She keeps up-to-date with safeguarding issues through training and she has access to all the relevant documents and guidance. This means she is aware of possible signs of abuse and neglect and she knows how to report and monitor concerns. However, although she has some understanding of dealing with allegations of abuse against anyone living or working on the premises, her knowledge is not as robust in this area. In addition, this means she does not inform parents of this procedure as effectively as she does her other policies and procedures. The childminder ensures all adults living on the premises have undergone appropriate checks and she supervises any visitors to the home. This contributes to keeping children safe and protected from harm. Overall, she maintains a good range of documentation, policies and

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the early years provision

procedures. These are organised well and contribute to promoting the safe management of the setting. However, her risk assessment record does not meet requirements because it does not include all the relevant information, such as a date of review. Irrespective of this, the childminder provides a safe and clean learning environment for children to play. She manages this because she adopts good cleaning routines; she supervises children well and she carries out regular risk assessments and safety checks on her home and outings. The childminder makes good use of her time and resources to promote children's welfare. For example, she incorporates children's individual routines into the day and she organises activities so that children can access them independently and safely. In addition, she utilises resources within the local community to extend children's experiences. For example, children attend groups, they go on walks, visit parks

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the early years provision

The childminder's commitment to developing her practice and service is excellent. She accesses an extensive range of training courses to develop her knowledge and skills, including completing a recognised early years qualification to level 3. In addition, she has successfully addressed the recommendation made at her last inspection. This demonstrates she is proactive in bringing about improvement. For example, by taking part in an inclusion programme she is now more knowledgeable on all aspects of inclusive practice. The childminder uses her self- evaluation effectively to monitor and review her service. This means she identifies key priorities for improvement. Her self-evaluation processes are inclusive because they take into account the views of parents, children and other professionals.

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the early years provision

The childminder's relationships with parents are excellent and she works well with others involved in children's learning, such as nursery. For example, nursery and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the childminder regularly share children's 'wow moments'. A wide range of written policies, procedures, daily diaries and discussions provide parents with good quality information about the service and their child's day. The childminder has devised a number of effective systems to ensure parents are fully involved in their child's learning. For example, she uses questionnaires so that parents can provide information on what they would like to see the childminder support their child in achieving. The childminder understands the importance of working with other professionals or external agencies if children need additional support or help. This means she takes appropriate steps to ensure the children receive the best learning

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and outcomes for children

The childminder promotes children's welfare and learning well. She has good systems in place for managing infection and hygiene. For example, children develop a good understanding of effective hygiene procedures through everyday routines, such as hand washing. The childminder helps children to learn about making healthy choices through providing nutritious snacks and by involving the children in growing some of their own foods, such as herbs and tomatoes. The children have good and regular opportunities to be active and to access fresh air. This supports children's physical development and encourages them to lead a healthy lifestyle. For example, children go on regular walks, visit parks and play in the garden. The children are also developing good coordination and dexterity skills. For example, they engage in activities, such as mark making, painting, moulding, prodding and cutting dough.

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and outcomes for children

The childminder has excellent relationships with the children. She provides consistent routines and continuity for them, meaning she effectively meets their individual needs. This contributes to children feeling safe and secure in her care. The children are learning about the importance of keeping themselves safe. For instance, they are made aware of safe boundaries, such as how to behave when walking to school or on outings. The children's behaviour is good and they have positive relationships with their peers. Through play and discussions children learn about right and wrong, good manners, sharing and taking turns. The childminder makes good use of praise to celebrate children's achievements, which means they have good self-esteem and confidence. The childminder provides a good range of activities and resources that help children to learn about diversity and difference. This contributes to children developing a respect for all people in society and helps

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and outcomes for children

them to learn about the world in which they live. For example, by talking about Afghanistan, children are learning about where some of their friends in nursery have lived.

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and outcomes for children

Overall, observation, planning and assessment arrangements are good and they support the childminder in helping children to make good progress in their learning. However, the childminder does not always utilise the guidance to gain new ideas, resources or initiatives she could use to extend children's learning, especially when she recognises gaps in her provision. However, she does ensure This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children access an extensive range of activities and experiences across all areas of learning. In addition, she incorporates extremely well child initiated activities into her day. For example, when children show an interest in the slugs and snails in the garden or the apples brought in by children from home, the childminder extends this to encourage children to examine the snail trails and she incorporates apple tasting into the day. This results in children being extremely happy and

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and outcomes for children

enthusiastic learners because they are central to the planning of activities. In addition, children learn about number through simple rhymes, they use their imagination as they engage in role play, such as playing with the dolls and they thoroughly enjoy looking at books. 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 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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