Kay, Rachael Catherine

Inspection report for early years provision

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Unique reference number EY429206 Inspection date 09/12/2011 Inspector Lynne Naylor

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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 2011. She lives with her husband and two children aged seven and five years in Penwortham, Preston. The whole of the house is used for childminding. The bathroom is on the first floor. The rear garden is available for outdoor play. The childminder walks or drives to toddler groups and is able to take children to and collect them from local schools. The family has a dog and two rabbits as pets.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than three may be in the early years age range. She is also registered to provide overnight care for one child. There are currently three children attending who are within the Early Years Foundation Stage. The childminder also offers care to two children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder holds an appropriate early years qualification at level 3. She receives support from the local authority.

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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 delivers an exemplary service. She values children highly as unique individuals and has highly effective arrangements for promoting their safety and welfare. The children make excellent progress in their learning and development, supported by the childminder's increasingly strong partnerships with parents and others involved with individual children. The childminder has an accurate understanding of her strengths and a strong capacity to build on her existing high standards.

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further?

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

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further?

 reflecting on the indoor learning environment outdoors to enable children to initiate and extend their learning outdoors in all six areas of learning  extending the partnership working systems in order to monitor that the care and education provided is complementary to that received at home and other settings the children attend.

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the early years provision

The childminder safeguards children very effectively through very carefully managed and robust procedures. For example, she holds a comprehensive file of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 information about the ingredients of each cleaning product used in her home. She actively gains this information by writing to each manufacturer as part of her risk assessment audit. She has a rigorous child protection policy, which she shares with parents. It includes the procedure to follow should an allegation be made against herself or a member of her household. She consistently implements a wide range of comprehensive policies that are highly effective for all who attend. There are well-maintained systems in place to record risk assessments, attendance, accidents and the administration of medicine. Documentation is readily available for inspection and stored securely to protect confidentiality.

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the early years provision

The childminder is qualified in childcare; she is reflective and highly motivated to continually improve outcomes for all children. She keeps her skills and knowledge up to date, mainly by reading a wide range of publications. She is highly dedicated to her childminding role and keenly shares her wealth of knowledge with parents and other childcare professionals in the wider community to benefit children. Since registration, the childminder has created a rich indoor learning environment that promotes children's independence and meets their care needs. Space, time and resourced experiences are exceptionally well planned to promote children's learning indoors.

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the early years provision

The childminder delivers outstanding personalised learning. She demonstrates a strong commitment to equality and diversity and is highly effective in ensuring that all children are well integrated. She is extremely alert to the early signs of need that could lead to later difficulties in learning. She nurtures each child's individual identity, which helps children develop self-esteem.

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the early years provision

Although parents are not formally involved in the evaluation of the childminding service, partnerships with parents in relation to children's learning and development are highly productive. There is an excellent shared knowledge and understanding between them and the childminder. From the outset, the assessment and monitoring of children's development and progression in relation to their starting points is excellent. Parents complete 'all about me' sheets before their child starts that identify their child's likes, dislikes and family culture. Until recently, the childminder did not care for anyone who attended another early years provision. Nevertheless, the childminder has made significant attempts to liaise with other early years providers and has made firm arrangements to exchange information with a local school for a child who attends during holiday times.

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and outcomes for children

Children's individual physical and nutritional needs are exceptionally well met. They make very good or above average progress in relation to their starting points. Children effectively acquire a very good awareness of how to stay safe and healthy through stories, puppets and imaginative play, thoughtfully linked to their experiences. For example, the dolls' house is turned into a hospital prior to a child's hospital visit. This enables children to gain knowledge of first aid and become familiar with the jobs of people who help us, as they play imaginatively This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 with medical accessories. Children listen to stories about the fire service and practise safe evacuations of the building on bonfire night. The childminder actively seeks interesting age-appropriate resources to teach about safety, such as educational resource packs from the fire service. Consequently, children learn in

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and outcomes for children

age-appropriate ways to keep themselves safe and adopt responsible practices. Children develop very well physically as they dance and sing action rhymes and practise climbing skills on equipment at the park and in a local play barn. They go for walks in the immediate area and during the summer months, children free flow into the garden area. However, maximum use is not yet made of the garden area to provide opportunities for children to self-initiate activities in all areas of learning. Young children demonstrate an exceptionally strong sense of security as they confidently move about the home, interacting with each other, the childminder and visitors.

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and outcomes for children

Children learn to value themselves and respect difference in others, so they can grow up and make a positive contribution to society. Children learn about their own culture and increasingly those of others as a range of festivals are threaded through the planning. Interactions between the childminder and children are extremely positive. There is a very strong focus on ensuring children develop the social, communication and language skills that are necessary for good behaviour and future learning. For example, the childminder actively acknowledges the communication of non-verbal toddlers and encourages them to respond to the sound of her voice. Children's communication skills are constantly extended in a range of ways, for example, they listen to stories that are read and integrated with simple signing at weekly story sessions. Children learn to socialise, share and take turns with others as they attend local community groups. Children initiate their

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and outcomes for children

own activities and enjoy adult-led activities that are purposefully planned to help them take the next steps in their learning. Children are independent and inquisitive thinkers because of the excellent opportunities they have to explore and investigate. Toddlers show a keen interest in toys that incorporate technology, such as those with sturdy buttons that activate sounds and music. They successfully extend their number skills as they count items while they play, and also their literacy skills, as they freely make marks on doodle boards and with crayons on paper. Seasonal displays are used to inspire creative activities and to refine children's investigative skills. For example, for the theme on autumn, children examine a pumpkin and experience nature, as they collect leaves for the display and look closely at their colours. 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 2 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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