Casserley, Lucy Victoria

Inspection report for early years provision

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Unique reference number EY430644 Inspection date 20/12/2011 Inspector Lorraine Sparey

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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 registered in 2011. She lives with her partner and two young children, in Shepperton, Middlesex. The childminder uses the whole of the ground floor of the house for childminding with sleeping facilities provided on the first floor. There is an enclosed garden for outside play. The childminder makes use of local facilities such as parks, the library and toddler groups. The family has a dog and a cat.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of four children under eight years at any one time, of whom no more than two maybe in the early years age group. There are currently two children on roll who are in the early years age group.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children participate in a suitable range of activities, though the childminder does not always use the children's interests to promote their learning fully. The childminder develops positive relationships with the parents sharing information about their children's progress. However, relationships with other early years settings that the children attend are not effective to ensure a cohesive approach to their learning. Apart from the organisation of snack times, the childminder supports children's health, safety and well-being appropriately. The childminder implements some systems to evaluate her practice, but these are not fully effective, which limits her capacity to maintain continual improvement.

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further?

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

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further?

 encourage a culture of reflective practice, self-evaluation and informed discussion to identify the setting's strengths and priorities for development that will improve the quality of provision for all children  review the organisation of snack time to encourage children's social skills and safety  plan appropriate play and learning experiences based on the children's interests to maximise their learning opportunities  develop links with other early years settings to ensure a cohesive approach to children's learning. 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 demonstrates sound awareness of safeguarding children. She has a policy and knows the procedures to follow in the event of a welfare concern. The childminder completes risk assessments, enabling her to provide a safe and secure environment where children can move freely and safely between the various play areas. The childminder has all the required documentation in place to support her in promoting children's health, safety and general well-being. She organises her time to enable her to provide support for the children. However, at times such as snack time children wander around with food in their mouths rather than sitting safely and sociably while they are eating. The childminder has some suitable systems to monitor and evaluate her practice, such as liaising closely with parents and reflecting on her practice through completing the Ofsted self-evaluation. The childminder talks with the children

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the early years provision

about activities they particularly enjoy and is intending to make a book of the various toys to enable children to have choices. However, these systems are not sufficiently rigorous to ensure all areas that require development are addressed in order to promote more positive outcomes for children. The childminder has an appropriate range of resources, many of which are accessible to children. She rotates toys to provide them with choice and maintain their interest. The childminder provides appropriate levels of support and uses the space available within the home to support children's welfare and learning. The childminder has some resources that provide positive images of many aspects of our diverse society. The childminder develops positive relationships with the parents and provides an inclusive setting that appropriately supports equality and diversity. The childminder provides a daily diary supporting the two-way flow of information. This includes

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the early years provision

comments about children's welfare such as their behaviour, what food they have eaten and some regarding children's progress in their learning. The childminder is beginning to liaise with other early years settings that the children attend. However, the information shared is mainly relating to care rather than how to support a shared approach to children's learning.

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and outcomes for children

Children participate in a suitable range of age-appropriate play and learning opportunities. The childminder provides a balance of adult-led and child-initiated play. As a result, children make steady progress in their learning and development. Children have good opportunities to develop their creative skills through painting, colouring and bark rubbing. They are keen to show a visiting adult their holly wreaths and Christmas stockings. However, at times children's interests are not always fully supported in the planning to enable them to make maximum progress. For example, a child asks if they can colour a picture of a dinosaur and the childminder suggests they make a dinosaur from the construction toys. Although the childminder sits with them to build a model, they quickly lose interest and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 wander off. Children enjoy role play acting out the familiar roles. For example,

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and outcomes for children

when using the child-size cleaning trolley to sweep the floor. The childminder extends play by suggesting they use the vacuum cleaner. At other times, children pretend to be superheroes, sharing the resources well to help them make webs. Some of the children enjoy having a practice run by making models of hot chocolate using stars and marshmallows before they make their own drink. They count the numbers of marshmallows demonstrating their numeracy skills. The childminder has a developing knowledge of the Early Years Foundation Stage framework. She recognises the need to work on ensuring that all areas of learning are equally covered through reviewing the children's learning journeys and observations she completes. The childminder is beginning to use the information she gathers to inform her planning of the next steps in children's development. Children follow appropriate hygiene routines. Generally, they wash their hands at

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and outcomes for children

appropriate times, though on occasions they forget. The children benefit from healthy and nutritious home-cooked meals, which are prepared by the childminder. Children are keen to tell the visiting adult about how they must evacuate the home in an emergency. The children explain they need to go out the back door and wait by the trampoline, showing an awareness of how to keep safe. At other times, they are reminded by the childminder when using the equipment such as scissors and pencil sharpeners to be careful as they may cut themselves. Children's behaviour is generally appropriate for their age and stage of development. At times, they become overexcited and the childminder encourages them to calm down. She is a positive role model in the way she speaks to the children and encourages them to be polite and well mannered in return. Children have some opportunities to learn about the wider world through discussion and projects. All

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and outcomes for children

the children, for example, participate in making Halloween displays. 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 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

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Stage

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

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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