Alison Jane Brook

Inspection report for early years provision

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Unique reference number EY423292 Inspection date 14/10/2011 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 2011. She lives with her husband and two children aged 12 years and five years in the Robin Hood area of Wakefield. There are shops, parks, schools and public transport links in the local area. The whole of the ground floor and first floor bathroom of the childminder's home is used for childminding. There is a fully enclosed garden for outdoor play.

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Description of the childminding

The childminder is registered on the Early Years Register to care for a maximum of five children under eight years at any one time, no more than three of whom may be in the early years age range. She is also registered to work with an assistant. When working together they may care for a maximum of six children under eight years at any one time, no more than four of whom may be in the early age range. She is currently minding three children in the early years age group. The childminder also offers care to children aged over five years to 11 years. She is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register and is currently minding three children in this age range.

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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 provides a safe learning environment for children, which effectively promotes diversity, children's independence and good behaviour. The childminder maintains a good range of documentation, policies and procedures; overall, these promote and safeguard children's learning and welfare. The childminder's relationships with children, parents and other settings are good, which contributes to meeting children's needs. The children are happy and settled and they approach their play with enthusiasm. The childminder has good commitment towards promoting improvement and, through her evolving self- evaluation processes, she is beginning to monitor her service.

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further?

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

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further?

 improve documentation so that the record of risk assessment clearly states when it was carried out, by whom, date of review and any action taken following a review and extend parental consent to include seeking emergency medical advice (Documentation). 31/10/2011 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 To further improve the early years provision the registered person should:

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further?

 improve knowledge and understanding of the Local Safeguarding Children Board procedures and guidance so that an up-to-date knowledge is attained  improve self-evaluation processes to ensure all aspects of the service and practice are effectively monitored  improve how observations are matched to the expectations of the early learning goals to support the monitoring of children's progress.

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the early years provision

The childminder safeguards and promotes children's welfare well. She has a good understanding of the possible signs of abuse and neglect and understands her responsibilities in reporting and monitoring concerns. Therefore, she is able to act in the best interest of the children if she has any concerns. This is supported by her safeguarding policies and information she has obtained from a number of child protection charities. However, her knowledge and understanding of her Local Safeguarding Children Board procedures is more limited. The childminder ensures all adults living or working on the premises complete appropriate checks and she supervises any visitors to the home. This contributes to keeping children safe and protected from harm. The learning environment for children is safe and secure. The childminder is able to maintain this because she supervises children's play and completes regular safety checks and risk assessments. This contributes to her

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the early years provision

identifying any potential hazards so that she can put in place good measures to minimise accidents. Overall, the childminder maintains a good range of documentation, policies and procedures which contribute to promoting the safe management of the setting. For example, her policies include how she promotes positive behaviour and equality. However, although she keeps children safe, her risk assessment record does not include all the mandatory information and her parental permissions do not include consent for seeking emergency advice. This ia a breach of the welfare requirements. The deployment of resources is good. For example, the childminder organises activities at child height so that children can make safe and independent choices in their play. In addition, she makes good use of resources within the local community to extend children's experiences. For example, children enjoy going to groups at the children's centre and going on

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the early years provision

The childminder's drive, commitment and ambition towards promoting improvement is good. For example, through accessing training, seeking support from other professionals and using early years publications she explores ways to improve her service. In addition, she is beginning to use reflective practice and self-evaluation to identify her strengths and priority areas for development. However, her self-evaluation processes are new and are not sufficiently robust to support the childminder in monitoring all aspects of her service. The childminder's approach to self-evaluation is inclusive. For example, she welcomes any feedback from parents, children and other professionals.

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the early years provision

The childminder has good relationships with parents and other settings involved in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children's learning. For example, they regularly exchange and share relevant information so that children's needs are met. Through the childminder's written policies, procedures, discussions and daily diaries, parents receive good quality information about the service and their child's day. The childminder regularly informs parents of their child's achievements and progress, which means they are actively involved in their child's learning. In addition, if children need additional support and help the childminder understands the importance of working with other professionals, external agencies and parents.

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and outcomes for children

The childminder effectively promotes children's health and well-being. For example, through everyday practical routines, such as hand washing, children have a good understanding of effective hygiene practices. The childminder provides children with a varied, healthy and nutritious diet. In addition through games, such as 'Greedy Gorilla', children are learning about the importance of making healthy choices. Children are encouraged to lead a healthy lifestyle because they have regular opportunities to be active and to access fresh air. For instance, they go on regular walks and outings and visit the local park to use the swings, slides and climbing frames. Furthermore, children are developing good dexterity skills because they have good opportunities to hold, manipulate and explore a variety of materials, textures and media.

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and outcomes for children

There are good and trusting relationships between the childminder and children. The childminder effectively incorporates children's individual needs into the day, such as their sleep routines. This provides continuity for children and results in them feeling safe. Through everyday routines, such as explaining to children about road safety and reminding young children how to climb on and off the sofa, children are developing a good understand of keeping themselves safe. Children behave appropriately for their ages and the childminder manages behaviour well. For example, through play, discussions and good role models, the children are learning about being kind to others, sharing and taking turns. In addition, the children have good self-esteem and confidence because the childminder regularly praises their achievements. Children are developing a good understanding of diversity and difference. For example, through activities, discussions and resources

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and outcomes for children

that provide positive images of all people in society, the children are learning about the world in which they live.

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and outcomes for children

The childminder promotes children's learning well, and overall she has a good understanding of observation, planning and assessment. For example, she uses her observations to identify and plan for children's learning priorities and she is beginning to match her observations to the expectations of the early learning goals. However, her systems for this are not sufficiently robust to monitor children's progress across all areas. Through the childminder being actively involved in children's play she challenges their learning well. For example, she encourages younger children to repeat simple words when looking at books. The childminder provides a good range of activities and experiences across all areas of learning, that incorporates their likes and interests. This results in the children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 having a positive and enthusiastic approach to their learning. For example, they

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and outcomes for children

use their imagination as they play with the dolls, express their creativity through arts and crafts and learn about number through fun songs and rhymes. Through using simple programmable toys, children learn about simple technology and how things work, such as knowing they need to switch toys on and off. 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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