Smith Tracey Jane

Inspection report for early years provision

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Unique reference number EY262927 Inspection date 10/11/2011 Inspector Samantha Sutton

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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 2003. She lives with her husband and three children, aged six, eight and 11 years. They live in a house in Southend, Essex. The whole of the premises is used for childminding, excluding the master bedroom. There is a fully enclosed garden available for outdoor play. The childminder has one cat as a pet.

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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, of whom no more than three may be in the early years age range. There are currently 12 children attending, three of whom are within the Early Years Foundation Stage. All children attend on a part-time basis. The childminder also offers care to children aged over five years.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She holds a level 3 diploma in home- based childcare and 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 outstanding.

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The overall effectiveness of the early years provision

The childminder has an excellent understanding of how children learn and uses this knowledge to provide highly effective learning opportunities for them. Children thrive in this inclusive environment because the childminder provides individual care. This actively supports their development and ensures they make excellent progress in their learning. Overall, most systems are in place to exchange relevant information with other provisions when a child receives education and care in more than one setting. Continuous improvement is successfully secured by the childminder's high aspirations for providing quality care.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 develop systems and documentation further in order to promote an effective two-way flow of information and knowledge with other providers of the Early Years Foundation Stage.

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the early years provision

The childminder makes safeguarding children her utmost priority. She attends safeguarding courses regularly in order to keep her knowledge up to date. She is fully aware of the indicators of possible abuse or neglect and her responsibility in referring any concerns to the Local Safeguarding Children Board. Children are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 further protected as the childminder ensures that parents inform her of any accidents their children may have while not in her care. She encourages the children to practise evacuating her home on a regular basis. The childminder reinforces the children's understanding of keeping themselves safe by giving them a fun safety quiz and gives them a safety certificate once they have taken part in the evacuation practise. The conducting of highly comprehensive risk assessments successfully manages or eliminates risks. The childminder's confident and highly

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the early years provision

efficient use of opportunities significantly enhances children's experiences and outcomes. There are two playrooms where children are able to easily access an abundance of exciting and engaging quality toys, books and resources. The garden is also extremely well resourced, providing opportunity for both physical exercise and outdoor learning.

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the early years provision

The childminder meticulously reflects on her practice and acknowledges feedback and views from children, parents and her network coordinator. She consistently implements learning gained from numerous training events to evaluate and develop her practice. The childminder's steadfast commitment to equality and diversity means all children are fully involved in activities. For example, the childminder sponsors a child in Zimbabwe and the children write and receive letters from her, enabling them to understand different cultures. The childminder also challenges any prejudice or bias and has created a book with the children describing and celebrating why everyone is special, for example, a person in a wheelchair.

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the early years provision

The childminder fully recognises the essential role of parents in the successful education and development of their children. She proficiently ensures they have comprehensive information about their children's learning and development. Parents are provided with very informative daily diaries and regular newsletters informing them of activities and planning. Parents are delighted with the service they receive. In letters to the childminder they comment on the genuine affection the childminder has for the children, the exciting activities they engage in and the high level of care. The childminder has a good understanding of the importance of the exchange of relevant information with other provisions when a child receives education and care in more than one setting. However, the systems in place do not fully promote an effective two-way flow of information and knowledge with other providers to support and extend children's developmental progress, learning

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and outcomes for children

The childminder plans a highly stimulating learning environment for the children. Activities are firmly based on the children's current interests. This results in highly motivated, actively engaged children. Children's individual records show clearly how planning of activities follows logically from established learning. The childminder has been particularly effective in determining the children's starting points, effectively planning and building on their prior knowledge and experiences. This demonstrates an excellent knowledge of child development and use of the Early Years Foundation Stage. Highly skillful and effective interactions with children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ensure an optimal balance of adult-led and child-initiated play. She understands children's need to fully explore toys independently before skillfully and sensitively extending their learning. Children are encouraged and happily initiate their own

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and outcomes for children

play. For instance, children are engrossed while playing with the small world characters and construction bricks on the lounge floor. The childminder sensitively shows children how to construct an airplane for the small world figures to further extend the play and engagement in the activity. Even very young children show sustained levels of interest at this activity and the childminder is on hand to support their play.

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and outcomes for children

Children make choices and decisions, for example, young children choose the books they want to read by independently selecting them from the shelf. The children are developing very good language skills as the childminder skillfully engages them in conversation. The children delight in the stories that the childminder reads to them. Children show delight on regular outings to the beach, park, library and local castle. The childminder encourages walking on outings or use of the local buses, which the children enjoy. All of these experiences promote children's future skills exceptionally well. The childminder uses the information gained from her observations and from parents highly efficiently. This ensures children are fully at ease and extremely well cared for. For instance, she recognises when children need rest according to their regular routines and adapts her plans accordingly to fully support their individual needs. Dietary needs are met

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and outcomes for children

Warm, loving relationships with the childminder and between the children result in children displaying extremely high levels of confidence and self-esteem. Management of children's behaviour is excellent. Children are encouraged to develop the habits and behaviour appropriate towards others and to respect toys and equipment, and are praised for good behaviour. Good table manners are expected and independence is encouraged, for example, by teaching to children to tie their own shoelaces and carry their own school bags. There are clear behaviour expectations set and displayed. Consequently, children show respect towards each other and care about the learning environment. Children develop collaborative skills and problem solving, for example, sharing resources and equipment. 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 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 1 The extent to which children develop skills for the future 1

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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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