Taft, Jane Ellen

Inspection report for early years provision

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Unique reference number EY287366 Inspection date 16/01/2012 Inspector Dorothy Williams

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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 2004. She lives with her husband, adult daughter and three children aged four, six and seven years in the Wallasey area of the Wirral peninsula. The whole of the ground floor of the childminder's house is used for childminding and there is a fully enclosed rear yard for outside play. The childminder is registered to care for a maximum of three children at any one time and she occasionally works with an assistant. She is currently minding one child in this age group.

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Description of the childminding

The childminder has support from local childminding network and is a member of the National Childminding Association.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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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 children make good progress in their learning and development and are relaxed and happy because the childminder provides a safe, secure and stimulating environment. The childminder shows enthusiasm for her role and is committed to promoting equality and diversity. She knows the children well and engages with parents and other professionals to support their development. This means that parents' wishes and children's individual needs are effectively met. The childminder shows some understanding of reflective practice. She has begun to evaluate her provision and identify some strengths and areas for development. However these are not yet recorded in a development plan. The childminder meets with other childminders regularly and attends a variety of groups within the community. She provides a wide variety of experiences which promote learning within and beyond the setting.

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further?

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

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further?

 improve risk assessment by identifying aspects of the environment that need to be checked on a regular basis and maintain a record of these aspects including actions taken and when and by whom they have been checked  develop a culture of reflective practice and self-evaluation to identify the setting's strengths and priorities for development that will improve the quality of provision for all children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are safeguarded and well protected in the setting because the childminder has a good broad knowledge of safeguarding procedures. She is well informed about child protection and has contact details available. Children are kept safe whilst in the childminder's care because she supervises them well. This means that children are well protected when using equipment and resources. They are able to move round the setting with ease and are confident when using the outdoor play area. Children are further protected because the childminder keeps good records including accident, medication, attendance and fire drills. The childminder carries out visual risk assessments and deals with risks appropriately, however these are not always recorded.

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the early years provision

The childminder demonstrates good knowledge of the Early Years Foundation Stage which is evidenced by recent training. This successfully supports children to make good progress in their learning and development. The environment is well organised indoors and outside. There is wide range of accessible resources and activities for children to choose from including technology for all ages. This means that children enjoy their experiences and develop appropriate skills for the future. The childminder understands the importance of working in partnership with others. She engages with the local school and health professionals. This ensures good transition and continuity of care for children. The childminder has good relationships with parents and carers. She encourages visits and gathers useful information about each child, such as independence, likes and dislikes, dietary and personal care needs. This means that children's individual needs are effectively

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the early years provision

met. Parents are involved in their children's learning. They contribute to a daily diary and information sheet. As a result children make good progress towards the early learning goals. Children create interesting displays celebrating birthdays and cultural events such as Chinese New Year. Wall posters and certificates show achievements in various activities including community fundraising. This means that children develop positive attitudes towards themselves and others. The childminder includes all children in activities. She challenges any discriminatory comments or attitudes. Older children readily support younger ones. For instance when preparing for school they help each other with coats and shoes. This embeds the sense of family and promotes good relationships.

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and outcomes for children

The childminder offers well-planned learning opportunities for children to enjoy, in and away from her home. This means that children develop trusting relationships with the childminder and are familiar and secure with routines. Children feel safe within the setting because the childminder ensures the environment is safe. For example child safety gates enclose the accessible parts of the setting and prevent unsupervised access to the kitchen and outdoor areas. The soft surface yard area is checked for cleanliness and damage before use. This provides opportunities for This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children to explore, access a play house, slide, and sand and water activities. The childminder encourages children to think about and explore their interests. She engages children in simple conversations and interprets their babbling in a sensitive way. The childminder allows children thinking time when reading or

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and outcomes for children

enjoying activities, in this way children learn to think, offer opinions and extend stories. The childminder models good speech patterns and enjoys singing with the children. For instance when reading a story about a slug children join in familiar words and rhymes, They sing about slugs and snails. The childminder asks open- ended questions such as 'where so you think the slug lives'. This gives children the opportunity to share what they know about slugs in the garden lettuce patch. As a result children's communication and language development is well supported. Each child has an individual learning journal. This shows aspects of children's learning and development. Annotated observations and photographs show children enjoying outings for instance to the park or swimming baths. They also evidence children's skills in mark making, construction and creating using a range of materials. Children develop good knowledge of the wider world through trips to the

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and outcomes for children

local shops, play groups, library and park. They celebrate birthdays and festivals as they arise. This means that children learn about other cultures in a practical way. Children take part in fundraising such as The Big Toddle and The Big Read. The setting receives visits from charities the children have supported. Children learn how the money they have raised is used. This gives the children a sense of achievement and an understanding of the needs of others.

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and outcomes for children

The childminder promotes good health. She provides a varied menu of healthy options such as lasagne, casserole, sandwiches, fresh and dried fruit, vegetables and water. The childminder has a 'three taste rule' which the children discussed after a visit to the 'Food for Life Bus'. This local initiative is helping children and their carers learn about healthy eating. It enables children to try new foods. As a result children are making informed choices about what they eat and drink. Children readily wash their hands before eating and use tissues to wipe their nose. They offer tissues to others and indicate that used tissues belong in the bin. In this way children prevent the spread of infection and adopt good hygiene habits. Children develop an awareness of safety and how to keep themselves safe. They wear high visibility jackets walking to and from school and are aware of keeping close to the adult at all times. Children make good progress towards the Early

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and outcomes for children

Learning Goals because the childminder regularly observes what they know, understand and can do. The childminder uses this information to plan activities that meet children's individual needs and interests. Children choose to engage hide and seek games, puppets and role play with soft toys. They enjoy singing and counting rhymes and seek out adults to join in their play. Children's behaviour is good. This is because the childminder has house rules which she shares with parents and children. She models courteous behaviour and offers a high level of praise and encouragement. As a result, children thoroughly enjoy their time with the childminder and are developing skills for the future. 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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