Gillings, Roma Mary

Inspection report for early years provision

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Unique reference number EY412236 Inspection date 16/01/2012 Inspector Gill Thornton

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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 2010. She lives with her husband and two children aged six and four years in a village next to Harwich, Essex. The whole of the ground floor of the childminder's house and the upstairs bathroom, is used for childminding purposes. There is a fully enclosed garden available for outside play. The family has a pet dog.

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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 two may be in the early years age range. She is currently minding three children in this age group, all on a part time basis. She also offers care to children aged over five years to 12 years. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder takes and collects children from local schools and nurseries and regularly attends local children's groups.

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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 has a well-developed knowledge of the individual needs and backgrounds of each child in her care. Consequently, she is able to successfully promote the children's welfare and development. Partnerships with parents are a key strength and are significant in ensuring that children's individual needs are met. Children are safe and secure and enjoy learning about their local area and the world around them. As a result, they make good progress, given their age, capabilities and starting points. The childminder has begun to use self-evaluation to reflect on her practice in order to identify areas for development.

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further?

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

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further?

 review risk assessments to identify the action required if children are allowed to access the kitchen independently, such as checking the suitability of items in the cutlery drawer  extend the use of self-evaluation to identify priorities for improvement which will have the most impact in bringing about sustained improvement.

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the early years provision

Children are safeguarded and well protected because the childminder is familiar with local safeguarding policies and the procedures to follow if she should have any concerns about the welfare of the children in her care. All adults in the household are appropriately vetted and are safe and suitable to work with, or be in contact with, young children. The childminder mostly makes good use of detailed This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 risk assessments to support her in ensuring that all areas used by the children are generally safe and suitable. She supervises children closely and uses a safety gate to prevent young children from accessing the kitchen. However, children have to go through the kitchen to access the downstairs bathroom and although the cupboards are fitted with child-proof locks there are none on the cutlery draw which contains a few sharp knives. The childminder carries out thorough risk

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the early years provision

assessments prior to undertaking any outings with the children. As a result, they are safe and secure while exploring the local area, such as the nearby beach.

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the early years provision

The childminder is knowledgeable about the Early Years Foundation Stage and she uses this well to support children in their learning and development. Her home is well organised and conductive to learning. The childminder provides children with an appropriate range of good quality toys and equipment, generally balanced across the areas of learning and development. The childminder supplements her range of equipment by borrowing items from the toy library at the local children's centre. She uses the available resources well to engage children and help them make good progress towards the early learning goals. Children benefit and thrive in the supportive environment provided. The childminder seeks the views of parents via questionnaires to help her evaluate her childminding service. She is aware of her strengths and weaknesses and she is committed to reviewing her practice to help her provide children with a constantly improving learning

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the early years provision

experience. However, she has not identified specific priorities for development to bring about the most improvement.

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the early years provision

The childminder forms good working relationships with parents and carers. She obtains detailed information about each child to ensure parent's wishes and children's individual needs are effectively met. The childminder shares important information with parents about their child's starting points and progress. This means that parents can become involved in their child's learning and each child is well supported in making progress towards the early learning goals. Relationships with other provisions involved with the children are well established, for example, sharing a three-way diary between the childminder, nursery and home helps support continuity of care and learning. The childminder provides sensitive support and adapts her interactions to ensure all children are included and able to access a suitable range of learning experiences. Consequently, the individual needs of all children are well met and all children are included fully in the life of her setting.

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and outcomes for children

Children are secure and develop a strong sense of belonging and security in the childminder's supportive care. If a child is unsettled they can take home a small photograph album containing pictures of the childminder's home and family to help them become familiar with the setting. As a result, they form trusting relationships with the childminder who responds with enjoyment to their play so they feel valued and know their views matter. Children make good overall progress in developing the personal qualities that enable them to take responsibility for small tasks and develop skills for the future, such as going shopping with the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder to buy the ingredients to make their own pizzas.

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and outcomes for children

Children gain a secure understanding of the importance of exercise as part of a healthy lifestyle, for example, whilst going for walks around the local area. They enjoy easy access to the child-friendly garden where they learn to care for their own vegetable plot. Young children have ample space to practise their developing physical skills in comfort and safety in the large lounge. For example, having fun rolling a ball backwards and forwards to the childminder. Children are learning to follow good hygiene routines and the childminder promotes their understanding of a healthy diet. The childminder uses simple opportunities during every day play to promote children's understanding of keeping themselves safe, such as, reminding them that fires are hot whilst enaged in imaginative play with small world figures.

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and outcomes for children

The childminder plans relevant and motivating learning activities based on children's interests and prior learning to promote their progress towards the early learning goals. For example, engaging a child in a threading activity and using effective teaching strategies to promote their early counting and simple problem solving skills. As a result, children have good levels of achievement and they make good progress given their capabilities and starting points. The childminder observes children during their play and identifies their next steps in developmental progress to promote further interest and challenge. For example, following their interest in a butterfly by sharing a story about a caterpillar that changes into a butterfly with the children and then providing the resources for them to create their own butterfly picture. Children are learning about their own cultures and beliefs and those of others. This is because the childminder makes effective use of

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and outcomes for children

opportunities to introduce them to the diversity of the wider world. For example, taking children to the local school to watch the festival of lights celebrations.

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and outcomes for children

Children enjoy acting out imaginative role play situations reflecting familiar scenarios, such as preparing food to feed the dollies. The childminder uses this as a relevant opportunity to introduce the concept of time by suggesting they use a timer to make sure the eggs are cooked properly. The childminder sets clear boundaries of expected behaviour and her simple house rules are displayed and shared with children and parents. She encourages children to share and to consider the feelings of others. Consequently, children behave well and learn to play cooperatively with their peers. 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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