Walker, Roberta

Inspection report for early years provision

p.1

Unique reference number EY414297 Inspection date 22/11/2011 Inspector Shirley Peart

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in March 2011. The provision is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Walker, Newcastle upon Tyne with her husband. The home is situated in a residential area close to local shops and schools. The ground floor of the home and a bathroom and bedroom on the first floor are used for childminding. There is an enclosed rear garden for outdoor play.

p.4

Description of the childminding

The childminder is registered to take a maximum of six children. There are currently three children attending who are within the Early Years Foundation Stage age group, one attends on a full-time basis and she regularly cares for her granddaughter. There is a pet cat and an aquarium on the premises.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

Children are looked after in a very clean, homely environment by a caring childminder who meets their individual needs well. Most of the welfare, learning and development requirements of the Early Years Foundation Stage are in place. Children are settled and happy with her so that they make sound progress. She is developing her relationships with parents and other providers where children attend two settings so that continuity of care is provided. She has not yet formulated an effective self-evaluation system to identify what she does well and what needs improving so that the provision can continue to develop.

p.4

further?

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

p.4

further?

 complete a full risk assessment record of the home and garden to show how all hazards are identified and reviewed and what action has been taken to eliminate risks (Documentation). 06/12/2011

p.4

further?

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

p.4

further?

 develop systems to show how children are making progress throughout the areas of learning towards the early learning goals, in relation to their ages and stages of development  ensure that children have easy access to books to further promote their language and literacy development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

Children are safeguarded and protected well as the childminder has a suitable understanding of what to do if she has concerns about a child. She shares her written safeguarding policy with parents so that they are aware of her responsibilities. She completes thorough daily safety checklists before children attend, which cover general hazards within the home. However, she has not completed a full risk assessment record of the home to show how all issues are identified and reviewed, or what action has been taken to eliminate risks. Although this is a breach in the welfare requirements, the childminder is vigilant to ensure that children are kept safe while in the home and on outings. She has not yet formulated any form of self-evaluation as she is concentrating on helping children to settle into the provision. She does however carry out some reflective practice to help improve the provision and benefit the children. For example, she was aware

p.5

the early years provision

that children's behaviour changed on collection, so she now uses puppets and reads stories, to encourage them to have some quiet time to help calm children beforehand.

p.5

the early years provision

Her home is warm, welcoming, very clean and spacious. She sets up the kitchen table ready for messy or creative activities, therefore, using her home effectively to meet children's needs and allow them sufficient choices. She knows how important it is for children to feel that their artwork is valued and appreciated, so she displays their paintings on the fridge and their 'junk' models from school on top of the fish tank, which helps them to gain a good sense of belonging.

p.5

the early years provision

She shares her written equal opportunities policy with parents, which indicates that she provides a fully inclusive provision. There are no children attending who have special educational needs and/or disabilities, however, the childminder has a suitable understanding of the importance of working closely with parents and any outside agencies as necessary. The childminder is currently building up her relationships with parents. She gains relevant information from them about their children's routines, likes and food preferences at the start of a placement. She completes relevant daily diary information for babies so that parents are suitably informed. She has not yet had sufficient opportunities to discuss the children's care, how they are settling in and individual learning needs with parents. However, she does manage to exchange regular text messages throughout the day and if parents have time on collection she always exchanges verbal information. She

p.5

the early years provision

works effectively with the school when children attend both provisions as she has permission from parents to attend open sessions on their behalf to chat with children's teachers. This demonstrates that she has a suitable understanding of the importance of partnership working to support children's continuity of care. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

The childminder has a basic understanding of how to use the Early Years Foundation Stage in practice. She has begun to document observations on children to show how they have made some progress but is not yet linking these to the six areas of learning in relation to children's ages and stages of development. She does, however, know what children are interested in and what they like to play with and do, such as using the musical instruments and painting. She is also concentrating on helping children with their personal, social and emotional development to help them learn how to share, take turns and begin to understand acceptable behaviour. She is aware that children are making good progress in this area. She also adapts her resources based on what she learns through her observations. For example, she established that children were not benefiting from meaningful play as they would get too many toys out at once. Therefore, she

p.6

and outcomes for children

tends to put a smaller, varied range out to meet children's needs and interests so that they will concentrate on one thing. However, there are no books readily available as these are used on a planned basis for story times, which does not fully support children's early reading skills or help them to learn how to handle books properly. Children benefit well from activities in the wider community as they go to toddler groups and a group, which focuses on singing and dancing activities, thus promoting their creativity and physical development well.

p.6

and outcomes for children

Pre-school children play happily with the toys available, such as the wooden train track, trains and small world animals. They join the magnetic trains together and move trains round the track carefully. They talk about what they are doing as they put the animals in the 'vets' but then state 'it's closed!'. They make decisions about what they want to do, for example, they tell the childminder that they want to paint or use the crayons, thus making independent choices and decisions. She supports them well in their play by asking relevant questions, such as around colours, so that children recall and remember these correctly. They are very proud of their creations as they lift up the colouring book to show the childminder their work, thus demonstrating that they are very self-assured. They clearly love the childminders company as they tell her where to sit so that they can watch the tropical fish together. Children benefit from warm, natural interaction and they

p.6

and outcomes for children

have good relationships with her. She talks to children about how they fed the fish and asks questions to help them recall events, such as which fish eat the lumps of food and which have the flakes. Children, therefore, engage in lively conversations with her that interest them. She reminds children that fish need to be fed to help them grow, which assists children to make connections and learn to care for living things. Through her support they remember significant things and ask questions as they point to the thermometer and ask, 'what's that again?' which helps children to develop good language for thinking.

p.6

and outcomes for children

The childminder encourages independence at meals times as children sit up at the table and use cutlery correctly and put their banana skins in the bin. They are beginning to use good manners such as please and thank you in the correct context. Healthy menus are prominently displayed for parents and children enjoy nutritious snacks, such as fresh apple and grapes. Further fruit, such as a banana This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are given to children when they see these in the fruit bowl; their drinks are also readily available so that they are well nourished. Children are very settled as they have formed secure bonds and enjoy close contact with the childminder. They relate very well to her and have quickly built up trusting relationships as they approach her easily. Children are very pleased with themselves when they demonstrate to the childminder, through gestures, which door they need to go out

p.6

and outcomes for children

of if there is a fire in different parts of the home. This shows that they have a very good awareness of keeping themselves safe through regular reminders and practicing of fire drills. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.8

Stage

The extent to which children achieve and enjoy their learning 3 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 3

p.8

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

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.9

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.9