Dade, Samantha Jane Margaret

Inspection report for early years provision

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Unique reference number EY426173 Inspection date 20/10/2011 Inspector Andrea Snowden

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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 three children on the outskirts of Norwich in Norfolk. The ground floor is used for childminding purposes. There is a fully enclosed garden available for outside play. The family has a pet dog.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time. There are currently 17 children attending, of whom eight are within the Early Years Foundation Stage. The childminder also cares for children aged over five. She is registered on the Early Years Register and on the voluntary and compulsory parts of the Childcare Register. The childminder is able to support children with special educational needs and/or disabilities and children who speak English as an additional language. 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

Children are very well provided for within the Early Years Foundation Stage. They are making speedy progress in their learning and development whilst in the care of this childminder. Children are safe and well cared for and effectively maintained record keeping is in place to support this. The childminder has developed strong partnerships with parents and other professionals and as a result children's individual needs are well met. She has conducted an evaluation of her practices and demonstrates a strong capacity to bring about improvements in the setting.

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further?

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

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further?

 develop the planning systems further to ensure that children are offered experiences to learn across all aspects of the curriculum  develop systems to ensure information received from parents about children's learning at home is recorded in their learning journey and incorporated into their individual plans in order to extend their learning based on interests at home.

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the early years provision

The childminder is very knowledgeable about the procedures she needs to follow in order to safeguard children from abuse. She ensures all adults in the household have undergone suitability checks and that children are not left with any other adults. She supervises children very effectively without impacting on their independence. She has devised detailed policies and robust risk assessments and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 as a result children can explore and investigate in safety. Children use an exciting, stimulating and vast range of resources and these are easily accessible to enable children to steer their own learning. The childminder provides a warm, welcoming and inviting environment to promote children's feeling of security and enable them to thrive.

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the early years provision

The childminder works very well with parents and other agencies to meet the needs of children. Parents are frequently updated about children's progress and their health and welfare is discussed every day to ensure they are well cared for. Monthly newsletters keep parents informed about the setting as a whole, whilst individual communication books are used effectively. Parents talk to the childminder about what their children do at home, but this is not always recorded in their learning journeys, nor incorporated into their individual plans to extend their learning. The childminder works successfully with other practitioners, to find out about children's activities in other settings and links with organisations, such as the Job Centre, to provide childcare for parents training to get back to work.

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the early years provision

Children with specific needs are supported very well. The childminder has introduced a selection of activities, such as the mood key ring and the doctor's kit, to help children investigate their feelings and explore others needs, whilst books have been purchased to help children learn about similarities and differences in the world around them. The childminder provides opportunities for children to learn about different cultures and religions through discussion and offering activities based around celebrations. She provides resources which positively promote diversity, helping children to learn about and value people as individuals.

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the early years provision

The childminder has carried out an evaluation of her setting, seeking the views of children and their parents. As a result she has made some changes which have improved children's safety and introduced specific equipment requested by the children, such as the garage. Her plans for the future are well targeted and although she already works as a highly effective practitioner is seeking further training to further develop her knowledge and skills.

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and outcomes for children

Children are very happy and well settled. There is a warm rapport between them and the childminder and as a result children feel safe and secure. The children are well supported in their learning. The childminder asks questions such as 'what can you see?', or 'what do you need?' to promote children's development and often takes children on outings to support their learning. For example, a recent trip helped children become familiar with the number four. All children enjoy the activities because the childminder is able to differentiate in order that all children experience success at their own level. Recently older children wanted to sew glove puppets, so the childminder organised this so that younger children made more simple puppets using paper cups. The childminder makes frequent, perceptive observations of children which are used to assess what they are learning and to devise individual plans to assure their progress. Plans cover the six areas of

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and outcomes for children

learning, but are not yet fully developed to ensure that children are being offered This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 experiences to learn across all aspects of each area of the curriculum.

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and outcomes for children

Children take part in a broad range of activities which successfully contributes to their progress towards the early learning goals, whilst developing skills for future learning. They chat about what they see, showing interest in what is happening around them and are encouraged to manage self-care skills for themselves, such as dressing, feeding and using the bathroom. Children learn sounds using phonics which enables the childminder to teach a range of subjects, for example using the sound 'r' to promote children to say the colour 'red'. Children use small tools to develop their physical skills and hand-eye co-ordination, such as scissors to cut the leaves they have collected or the hammer to tap tacks into the cork boards. Children use mathematical language in their play; when asked by the childminder does it go up or down, children respond 'in a straight line'. Children count and recognise shapes. They have made hedgehog shelters in the garden using small

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and outcomes for children

logs, twigs and leaves, developing their design and making skills and their knowledge and understanding of the world.

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and outcomes for children

Children's understanding of their personal safety is outstanding. They comment that they must be very careful when using the tacks and hammer. They practise regular fire drills, talk about fire safety and when out the childminder talks to children about the dangers of traffic and strangers. Children are encouraged to have a voice to protect themselves from unwanted attention as the childminder gives them confidence and independence. Children have excellent opportunities to learn about healthy lifestyles. They grow vegetables in the garden, pick fresh apples from the tree for snack time and are involved in home cooking with the childminder. Regular walks, playing in the garden and trips to local community venues provide children with very good opportunities to develop their physical skills and promote an understanding of the benefits of an active lifestyle.

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and outcomes for children

Children are encouraged to share and to respect one another and their surroundings. The childminder explains the consequences of their actions to help children learn right from wrong. Friendships have clearly formed and children's behaviour is good, promoting a calm and relaxed environment where children can successfully learn. 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 1 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 1 The extent to which children adopt healthy lifestyles 1 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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