Hudson, Karen Louise

Inspection report for early years provision

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Unique reference number 957823 Inspection date 02/11/2011 Inspector Kathryn Clayton

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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 has been registered since 1998 and lives with her husband and three teenage children, in the village of Laceby, near Grimsby in North East Lincolnshire. Children use the sitting room, dining room and kitchen area of the family bungalow and a self-contained playroom that is situated to the rear of the property. There is a fully secure rear garden for outdoor play.

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Description of the childminding

The childminder is registered on the Early Years Register and compulsory and voluntary parts of the Childcare Register to care for a maximum of six children under eight years when she is working alone and a maximum of eight children under eight years when she is working with an assistant. The childminder is currently caring for 17 children, of whom, 13 are in the early years age range, whom attend on a full time and part-time basis. The childminder takes children regularly to the local park and library and attends a playgroup session.

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Description of the childminding

The childminder is a member of the National Childminding Association and holds a childcare qualification, the National Vocational Qualification (NVQ) Level 3 in Child Care and Education. She is an accredited childminder who is part of an approved local childminding network and provides nursery education funded places for children. The childminder cares for children with special educational needs and/or disabilities. She has attained the 'Effective Quality Improvement Pathway' to level two.

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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 an excellent, supportive and welcoming environment where children make good progress in relation to their starting points. Most aspects of the provision for learning and development are strong. The childminder is highly effective at meeting the individual needs of all children attending and works well with her assistant to safeguard the welfare of children. For the most part evaluation is effective in identifying and driving forward improvements and positive changes have been made since the last inspection. Good relationships are developed with parents that ensure information is freely shared. The childminder has very effective arrangements with other agencies so ensuring excellent support for children's development and well-being.

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further?

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

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further?

 provide regular indoor or outdoor messy play opportunities  continue to develop the evaluation process to consider all aspects of the service provided. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has an extensive range of policies and procedures that support the service. She has undertaken training in safeguarding children and so is alert to any signs that may cause her to be concerned about a child's welfare. There is a clear policy to follow should she have any such concerns.

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the early years provision

The childminder has completed a thorough risk assessment of her premises and the equipment used by children. She works very well with her assistant to ensure the environment is safe for children, for example, by making sure leaves are swept away before children go to play outdoors. Parents are made aware of how to make a complaint should they wish to. The childminder and her assistant work well to secure ongoing improvement, for example, they evaluate activities together and plan for children's future learning. The childminder is committed to her own personal development and has attended a number of courses recently, including ten weeks of training to raise autism awareness. This has helped her work with children who have special educational needs and/or disabilities. Many positive changes have been made since the last inspection that have improved the outcome for children. One example is the development of the outdoor area. This is

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the early years provision

now an excellent space with a large grassed area, a track winding around the garden for wheeled toys and also an artificial grass surface and large paved areas. Indoor resources are very well organised and easily accessible and children choose from a very good range of outdoor toys. Overall, evaluation of the service is good and involves the views of parents and the interests of children, although, not all aspects of the childminding provision are fully evaluated.

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the early years provision

The support for children with special educational needs and/or disabilities is excellent. Children often settle more easily into this homely environment and parents and children have the opportunity for this process to be taken very slowly. Sign language is taught to all children to aid communication and all children attending receive good support and attention. They learn in the caring environment to respect each other and to value differences. Individual educational plans are worked on by the childminder and her assistant and very good links to outside agencies, such as, the inclusion support service, educational psychologists and occupational therapists, help children to make good progress in relation to their starting points. Parents receive good quality information about the service, they read the policy folder, see displayed planning and have access to their children's progress files at any time. Parents are extremely complimentary about

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the early years provision

the childminding service and work with the childminder to help children's learning. The childminder works extremely well with outside agencies and other settings that children attend. Information is readily shared in written form, but also verbally about children's well-being and progress. Excellent arrangements are in place to help children's transition to school, such as, completing a project on starting school, taking them on visits with the pre-school and sharing written information with the school. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder and her assistant work very well together to support children in their development and learning. Planning and assessment systems are well- organised and support all children's learning successfully. For the most part children play happily alongside each other and in small groups and are particularly interested in outdoor play. The adults work well with children to engage their interest for more extended periods of time and many children show an interest in mechanical toys. Some very young children concentrate very well and think things through, for example, when carefully fitting toy cars together. The adults make good use of opportunities in play to extend children's learning. An example is when children are encouraged to count building blocks with them as a tower is built and children benefit from this positive interaction.

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and outcomes for children

Children show an interest in books and these are used effectively to help children concentrate and to develop their language skills. Children name everyday items in a picture book and enjoy learning new nursery rhymes. The adults create an extremely positive atmosphere, where there are clear boundaries set that help children to learn to behave in an acceptable manner, to be kind and start to learn to share. Children gain a very strong sense of belonging as they see photographs displayed and complete activities that help them to gain an understanding of themselves as individuals and the passage of time. For example, they take part in a project about themselves and their families in the past and present and through photographs, see the changes that happen over time.

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and outcomes for children

Children enjoy good opportunities to engage with nature as there are regular visits to the local park where they see squirrels and look for mini beasts. There are opportunities for children to enjoy messy play experiences, such as, painting, feeling foam, gloop, sand and water, but these are not always available to children. Children learn about the importance of having a healthy lifestyle. Hygiene routines are good, such as, nappy change routines and help to protect children's good health. Fresh air and physical exercise are part of the everyday routine that starts with a 'wake up and shake up' session. Children are becoming increasingly skilful with wheeled toys, pushchairs and small equipment, such as, balls. Fresh fruit and raisins are readily available for snacks and the adults ensure children can access drinks often. Activities are completed that help raise children's awareness of their own safety, such as, learning road safety rules. Young children negotiate the

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and outcomes for children

space well, for example, the small bridge in the garden, which offers them a suitable challenge. The childminder is vigilant in ensuring all children are regularly involved in the evacuation of the premises. 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 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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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