Beaven, Stacey Ann

Inspection report for early years provision

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Unique reference number EY429543 Inspection date 14/12/2011 Inspector Teresa Elkington

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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 2011 and she lives with her husband and four children in Horsham, West Sussex. The family has two dogs, three rabbits and a hamster. The ground floor of the home is used for childminding purposes where children have access to a longue and dining room. Access to the kitchen and first floor are restricted by the use of stair gates. Bathroom facilities are located on the first floor. Children have daily opportunities for outdoor play within the secure garden and at local parks. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. The childminder is registered to care for a maximum of four children, of whom two may be in the early years age group. She is currently caring for one child in the early age group on a part-time basis.

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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

Children thrive in this very warm, welcoming and child centred setting. The childminder has a secure knowledge of children's individual needs. Therefore, children are valued and fully supported, enabling them to make good progress in their learning. Children enjoy a flexible programme of activities which are generally reflective of their individual needs and interests. Partnerships with parents are well established and they are dully involved in all aspects of their children's care and learning. The childminder's capacity for maintaining ongoing improvement is good, as she has successfully begun to prioritise areas for development to secure the positive outcomes for children.

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further?

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

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further?

 provide a range of natural resources for children to explore and investigate.

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the early years provision

The childminder has a secure understanding of her role in safeguarding children which enables her to act appropriately in the event of any concerns regarding a child in her care. The childminder provides children with a very safe and secure environment. Regular risk assessments of all aspects of care and daily checks within the home, contribute towards children's safety and well-being. A clear evacuation procedure is in place, which children practise at regular intervals to enable them to be aware as to how to react in the event of an emergency. All regulatory documentation is in place and stored effectively to maintain This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 confidentiality. Children's health is well promoted through the effective procedures that the childminder adopts.

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the early years provision

The childminder is proactive in developing her provision and driving improvement through the use of reflective practice. She can clearly highlight where her key strengths and weaknesses are. She begun to look objectively as to how she can improve her service through the use of self evaluation, which is further supported by the information gleaned from parental questionnaires. Space is well organised to allow children to move freely within the identified areas available for their use. They have access to a wealth of good quality man-made play resources, which are supportive of their age and stages of development. However, children do not have access to natural media to develop their understanding of a variety of textures and encourage their skills of exploration. The childminder actively promotes equality and diversity and ensures all children are fully integrated and supported. A wide range of books and toys helps them to learn about difference in practical and

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the early years provision

The childminder fosters good relationships with parents. Policies and procedures are readily available to parents and provide a clear insight of the expectations of the service and the roles and responsibilities of both the childminder and the parents. Communication links are effectively maintained with parents through the use of verbal feedback and written exchanges. An equal partnership to learning is fully adopted and embraced between both parents and the childminder; informal and formal opportunities are available so that information can be exchanged as to achievements and progress of development both at home and within the setting. There are currently no children on roll who attend other settings or need support from other agencies. However, the childminder is aware of the need to work in partnership with any other settings if the need arises.

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and outcomes for children

Children are very relaxed and happy within the care of the childminder, who is constantly on hand to offer support, guidance and reassurance where needed. They show delight and enthusiasm as they explore and participate in a variety of purposeful play activities, which are supportive of their individual needs and desires. The childminder encourages children to readily explore their own ideas, developing their ability to be independent learners. She expertly moves children onto different activities when they are ready, which keeps children enthused and engaged through their play experiences. For example, play tents and tunnels are set up to enable children to release energy, following loss of interest in small play activities.

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and outcomes for children

Children's behaviour is supported well, as the childminder adopts a calm, caring and consistent approach, to help children develop an understanding of acceptable behaviour from an early age. Children receive constant praise and encouragement which promotes their self-esteem. Children's have many opportunities to meet and socialise with others and to explore their immediate community. For instance, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 regular visits to local parks, libraries, mother and toddler group and attendance at child based activity sessions.

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and outcomes for children

Children are encouraged to adopt healthy lifestyles as the childminder provides daily opportunities for children receive regular fresh air, exercise and develop the use of their large muscle movements. Younger children are well supported through the use of well positioned toys, allowing them to make independent attempts in the development of their early climbing skills. For example, as child climbs onto the rocking horse for the first time, and happily rocks backwards and forwards independently. The childminder has a good knowledge of nutrition and plan and prepares a varied menu for children, which is both healthy and supportive of early feeding skills. Good hygiene routines have been established to enable children from an early age to develop their awareness of the importance of good hand washing routines. Children's' awareness of keeping themselves safe is well supported by the childminder. For example; children are actively encouraged to

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and outcomes for children

tidy away their toys, before moving onto other activities, enabling them to play within a safe and cluttered free environment.

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and outcomes for children

Children develop effective skills which contribute in the development of their skills for their future, which are well supported by the childminder's experience as a child care practitioner. Children's enjoyment of books is fully nurtured from a young age. They sit and enjoy story times with the childminder, who encourages children to say what they see in the pictures, helping them to develop and enhance their skills of communication. They use a wealth of malleable materials allowing them to express their emotions and develop their creative flairs. For example, through the use of paint, glue modelling dough and 'gloop'. Children's problem solving skills are encouraged as they sit and look at puzzles pieces and insert them into position. They through enjoy rummaging in boxes counting a wealth of small world characters which they explore and play with. They enjoy using a range of programme toys, which helps them to become familiar with

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and outcomes for children

The childminder has secure systems in place for the recording of what children do and achieve in order to track their progress. Parents contribute to these records enabling them to share what they know about their child's starting points. This is further supported by regular reviews with the childminder, to enable a two way approach to reflect and plan for children's continuous development. The childminder skilfully uses her observations, together with her knowledge of each child's interests, enthusiasms and learning styles to effectively plan enjoyable and challenging experiences across the six areas of learning. Overall, children thrive in a setting where they are free to learn, explore, experiment and have fun, within the care of a childminder who values and nurtures the individual characteristics of each child in her care. 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 3 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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