Griffin, Jennifer

Inspection report for early years provision

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Unique reference number EY242850 Inspection date 03/11/2011 Inspector Jennifer Kennaugh

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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 2003. She lives with her husband and children aged ten and six years in the Clayton-le-Moors area of Accrington, in Lancashire. The whole ground floor of the childminder's house is used for childminding, along with a first floor bathroom and bedroom. There is an enclosed rear yard for outdoor play and planting. The family's pet rabbit is kept in the yard and they also have a cat.

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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 and is currently caring for three children in the early years age range. She is also caring for five children over five years who attend after school or during school holidays. The childminder is currently caring for children over eight years too, and is registered on the compulsory and voluntary parts of the Childcare Register. The home is in close proximity to a school with a Children's Centre, a park and major local transport routes.

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Description of the childminding

The childminder attends a variety of early years groups and walks or uses her vehicle to transport children on outings and to and from school. The childminder has a full and relevant level 3 qualification and is currently undertaking an early years foundation degree.

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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 learning and development well. She meets children's individual needs so that they are very happy and secure in the welcoming environment. The childminder shows good knowledge of the Early Years Foundation Stage, so children experience positive outcomes in learning and children's learning is recorded. There are close partnerships with parents, who are consulted and kept well informed about their children's routine, care and learning. Positive links with other agencies and professionals promote continuity of education and care. The childminder has a thorough approach to continuous improvement, with a commitment to reviewing practice and undertaking substantial professional development.

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further?

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

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further?

 ensure observations and assessments clearly show progress towards the Early Learning Goals for all six areas of learning and development  develop ways for parents to contribute towards children's learning records, so that all adults who interact with children contribute to the process This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are well protected, as the childminder is knowledgeable about local safeguarding procedures due to training, so that she is able to take appropriate steps if concerned about a child's welfare. There are clear written risk assessments in place for the premises and for specific regular outings to promote children's welfare and learning. All statutory requirements with regard to documentation are met, to ensure the safe and effective management of the setting.

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the early years provision

The environment is well maintained and children select from age appropriate toys, which are clean and accessible. The childminder makes effective use of the small rear yard by using it for planting and taking indoor activities outside, to encourage outdoor play and exercise.

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the early years provision

The childminder makes very good use of training opportunities to enhance her practice and is working towards an Early Years Foundation degree, whilst undertaking short courses, such as, behaviour management. This demonstrates the childminder's commitment to continuous improvement to improve outcomes for children. She writes reflective accounts on a range of situations to evaluate her practice and extend it in the future. The childminder uses feedback from parents and children to inform her provision, sometimes seeking advice from other professionals to help her implement changes or support her practice.

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the early years provision

The childminder forms close partnerships with parents, providing detailed verbal information when parents collect, regarding routines and their care and learning. They in turn write glowing praise of her care for children, although, they do not directly contribute to learning records. She has effective links with the local school nursery, supporting children she cares for by remaining with them when they are settling in. The childminder passes on information at transition time to help continuity of care and education.

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the early years provision

Thorough policies are in place to support equality of opportunity and the childminder has clear procedures for supporting children with special educational needs and/or disabilities, including seeking help to inform her practice, with parents' permission. She actively promotes equality of opportunity with the children in her care, by emphasising turn taking and respecting others. The childminder uses children's individual interests when planning or extending child- initiated play, to enhance their learning and make them feel included in the setting.

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and outcomes for children

The childminder is well informed about the Early Years Foundation Stage and uses this by linking observations to progress towards the early learning goals, with age ranges from the practice guidance. She can see if a child's development is broadly This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 age appropriate and plan for their next steps, although, the current system of recording is not always consistent across all six areas of learning. Children are able to thrive and make good progress because of the childminder's skill at building children's strengths to settle them before tackling weaker areas. Children and babies show they feel safe in the setting because they are highly mobile, exploring their environment fully. Children talk confidently to the childminder about needs or wants and babies vocalise to her happily while playing, showing how they are developing good attachments in the setting. There are

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and outcomes for children

effective practical safety measures such as using walking reins for very young children and the childminder reminds children about tidying up so that no one trips. She emphasises road safety and stranger danger when on outings, to teach independence skills. Children handle simple implements like paintbrushes safely, showing development in fine physical skills.

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and outcomes for children

Children enjoy daily opportunities for exercise, by visiting play centres or parks, or simply walking to the local school to promote this as part of a healthy lifestyle. Practical hygiene measures on the premises are a strength, protecting children from infection. The childminder has been awarded the maximum grade for food hygiene practice by the local authority. As a result of attending a session at the local Children's Centre about the area's healthy eating scheme, the childminder provides food and drinks in line with this, to promote a healthy diet for children.

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and outcomes for children

Babies and children sit quietly to listen to rhymes and stories, including ones which include counting to extend early numeracy. Some children can say how many of each object or animal they can see and they enjoy making the correct noise for each animal, experimenting with sounds. The wide range of cause and effect toys is well used by babies and toddlers and they delight in playing with the large soft storage basket for them, by trying to wear it as a hat. The childminder extends this by playing 'peepo' by hiding herself and two children under it for babies to see so that they start to develop object permanence.

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and outcomes for children

Creative play with the toy kitchen set shows how the children can negotiate without adult help, as one child hands a pan to another, when she has finished playing with it, which the childminder praises warmly. She extends their play by asking questions. Children enjoy painting at an easel, and they describe what they are creating as they work. They paint representations of familiar people and objects, to extend verbal, creative and physical skills. Children have opportunities to plant vegetables and stroke the family's pet rabbit, to learn about the natural world. They also have opportunities to use computers at the local library as the childminder helps them to play on age appropriate educational websites, developing early information technology skills.

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and outcomes for children

Children are well behaved and copy good manners, as the childminder is very careful to act as a role model for them so they learn to respect others. She displays photos of children playing to help them feel valued. They learn about other countries, cultures and beliefs through craft, books, activities and food, such as Eid Mubarak, when children dress up in traditional clothing and try new foods. This promotes learning about diversity and respect for different cultures and religions. 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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