Baxter, Lorraine Jean

Inspection report for early years provision

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Unique reference number EY260156 Inspection date 16/01/2012 Inspector Pamela Bailey

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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 2003. She lives with her partner and two school aged children in the London Borough of Lewisham, close to schools, shops, parks and public transport links. The entire home is used for childminding, with the exception of two bedrooms on the first floor. There is a fully enclosed garden for outside play. The family has a guinea pig as a pet. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. 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 currently minding two children in this age group. The childminder takes and collects children from the local schools and attends several toddler groups on a regular basis. She also takes children to the local library and parks.

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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

The childminder provides a safe and welcoming environment where each child is valued as an individual. Children experience and enjoy a wide range of activities and make good progress across all areas of their learning and development. Positive and friendly relationships with parents and good links with local schools and other local childcare professionals support this well. Most documentation for the efficient running of the setting is well maintained. The childminder strives to maintain continuous improvements and outcomes for all children in her care. She is beginning to make effective use of self-evaluation and reflective practice to support this.

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further?

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

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further?

 improve the record of risk assessment so that it includes information on who conducted it and date of review (Documentation) 30/01/2012

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further?

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

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further?

 develop reflective practice and self-evaluation systems to ensure that parents are advised of the key judgements by which the setting is evaluated, so as to allow them to make informed contributions to assist improvement that will This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 improve the quality of provision for all children.

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the early years provision

Children are safeguarded and well protected because the childminder demonstrates a clear knowledge and understanding of the local safeguarding policies. The childminder ensures that she maintains a current first aid certificate and all requirements for administering first aid and medication is in place. Children's safety and security is effectively maintained through risk assessment processes which show details of the level of risk and how this is controlled. However, the record of risk assessment does not include all the information as stated in the specific legal requirement. Although this is a breach of the specific legal requirement, it has no significant impact on children's safety. The childminder's home is conducive to learning, safe and well maintained. She provides a good range of activities and makes good use of the local resources to support children's learning and development.

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the early years provision

The childminder has positive relationships with parents. They receive good information about the provision. The childminder values the role of parents, encouraging them to share what they know about their child. She welcomes and responds to their views and suggestions, and involves them in the planning of activities for their child. This helps to ensure that her service is focused on children's individual needs. Ongoing information is provided about children's daily routines and progress, along with information about children's next steps. Parental involvement and suggestions for how to support children's learning at home enables parents to play an active role in their child's learning, which impacts on the progress children make. Although there are no children attending who speak English as an additional language, the childminder use signs, gestures and pictures in children's play as a way of supporting early communication skills. She also

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the early years provision

attends meetings where she is able to access special knowledge and skills that will help her support children with varying needs should the need arise. The childminder has established good partnerships with other professionals involved with children in her care. This supports progression and continuity of learning and care for children attending other settings.

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the early years provision

The childminder has implemented a system for self-evaluation. There are clear targets for self-development. For example, the childminder has applied for professional training in order to extend her existing knowledge, skills and abilities, and consequently improve the outcomes for all children. The childminder has addressed actions and recommendations made at the previous inspection promptly and effectively. This shows her commitment to continuous improvement and her ability to make progress based on what has been accomplished so far. However, systems are not in place to ensure that parents are advised of the key judgements by which the setting is evaluated, so as to allow them to make informed contributions to assist improvement. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder has a good understanding of how children learn through play. She undertakes ongoing observational assessments of children and links these to the six areas of learning and into planning. This ensures that children access a varied and interesting range of activities to support their developmental progress. Children are settled and content in the childminder's home. They are enthusiastic learners who are progressing well towards their Early Learning Goals and developing the fundamental skills for future learning. Children show high levels of self assurance, confidently moving around and making their own selections regarding their play. A variety of activities are used to enhance children's awareness of the wider world. Children begin to learn about differences and diversity through planned activities linked to festivals and books and toys are readily available to further develop the children's understanding of differences.

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and outcomes for children

Children use recycled materials to make models and create collages. For example, children made a collage of people from the around the world, in different professions and with different abilities.

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and outcomes for children

Children have a healthy interest in books. They look at pictures and recite familiar stories in their own words. The childminder uses her knowledge of children's interests in supporting their thinking skills, and the development of speech and language. She asks lots of open-ended questions and promotes discussion through which children are able to acquire new information. Children confidently talk about the events of the day and important people in their lives. Children enjoy being involved in stories where they play the guessing game. The childminder uses descriptive language incorporating size, shape, and colour so that children are able to identify animals. This ensures that simple mathematical concepts are woven effectively in the programme of activities. Children use their fingers as puppets pretending to be wiggly worms, spiders and curly tails. Children's enjoyment of books is extended into the role play area. The children invite their play friends into

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and outcomes for children

the make believe tree-house where they also can listen to stories read by the childminder. Children use their imagination in role play. They select resources to play with in this area and set the scene such as preparing dinner for their play friends. The childminder provides opportunities for children to problem solve. For example, introducing a shopping trip where children need to shop for the ingredients needed to prepare dinner. The children also have to work out how many plates and utensils are needed for the dinner guests.

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and outcomes for children

Children's welfare needs are met well. Good hygiene practices across the provision help to minimise the risk of spreading infection. From a young age children develop good personal hygiene and self-care skills. For example, the childminder supports children to wash their hands after nappy changing and before eating. Children's understanding is demonstrated in their play as they remind the childminder to wash her hands before eating dinner during role play. High priority is given to promoting healthy eating. Children are involved in shopping for ingredients and preparing their snacks. Children are able to select from a range of fresh fruits and enjoy healthy meals. Fresh drinking water is readily available and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the childminder regularly reminds children to drink. Children have plenty of opportunity to develop their physical skills using a range of large scale equipment.

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and outcomes for children

They talk about using swings when visiting the park. Children behave very well, are polite and show good manners. They receive good levels of attention from the childminder who is receptive to their individual needs. Children's learn how to take care of the resources through the childminder's gentle guidance. Their understanding of how to keep themselves safe is further enhanced as they become familiar with the emergency evacuation procedures and the practicing of road safety when out and about in the community. 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 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 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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