Boyle, Stephanie Gayle

Inspection report for early years provision

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Unique reference number EY432270 Inspection date 01/02/2012 Inspector Sheena Gibson

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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 husband and three children aged three years, five years and eight years, in Glossop, Derbyshire. There is one step up to the front door of the house. The home is close to local shops, schools and parks. The whole of the downstairs of the house is used for childminding, with toilet facilities on the first floor. There is an enclosed garden.

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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. She is registered to care for four children under the age of eight years. Currently there are two children on roll who are both in the early years age group. The childminder takes and collects children from local schools. She is a member of the National Childminding Association.

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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 recognises the uniqueness of each child and therefore their needs are effectively promoted. On the whole, their learning is supported well and they make sound progress. The childminder takes positive steps to keep children safe and, for the most part, documentation corresponds to practice. The childminder has positive, professional relationships with parents, which ensures that all parties are aware of expectations in promoting the welfare and development of children. The childminder is reflective and evaluates her practice in order to maintain improvement for children.

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further?

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

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further?

 use information from observations of children to effectively plan for the next steps in their learning  review risk assessment documentation, which relates to the outdoor area, so that it includes everything that a child may come into contact with.

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the early years provision

The childminder has a sound understanding about keeping children safe. She ensures that all adults in the home are appropriately checked through the Criminal Records Bureau. Her understanding about signs of abuse and what to do if she has a concern effectively promotes children's safety and security. She has completed training on safeguarding children. Written documentation is supportive of children's welfare. For example, she has developed a procedure for a child who is not This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 collected and also has a safeguarding policy. A record of risk assessments is maintained for the inside and outdoor area, with checks being made daily on the indoor environment. However, the risk assessment for the outdoor area is not up- to-date. The childminder has not recorded potential hazards in the outdoor area, although she is fully aware of them and as a result children are not currently using

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the early years provision

the garden. The equipment and toys that children use are of high quality and well- maintained. The childminder is reflective and has completed the Ofsted self- evaluation form in an honest and realistic way. This enables her to continue to improve her provision to benefit the outcomes for children.

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the early years provision

The childminder has developed an admissions policy that ensures all children have equal access to the provision. She encourages all of the children to join in with activities and adapts these where required, so that all children are included. Children access resources that help them to learn about other people in the world. For example, they visited a local nursery where they made Chinese dragons, lanterns, ate noodles with chopsticks, listened to Chinese music, and joined in a Chinese dragon dance, in order to celebrate Chinese New Year. There are also toys and books in the childminder's home that show diversity and positive images of other people.

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the early years provision

Effective deployment ensures children are able to enjoy themselves and make good progress. The childminder organises toys and activities so that they are easily accessible for children to make choices from. For example, a small table and chairs offer a comfortable place for children to sit and make marks or create a picture. Toys that are stored in labelled boxes and low drawers mean that children know what is inside. Local resources are used to enhance children's experiences. For example, they visit the playgroup, the local park and childminding groups.

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the early years provision

For the most part, documentation, records, policies and procedures are in place and well-maintained. Parents receive good quality information about the provision, including access to the childminder's procedures such as safeguarding and complaints. The childminder uses a specific software package that enables parents to view their own child's information such as their diary sheet and development records. They have the facility to comment on what they have read, ensuring that they are fully involved with their child's care and learning.

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and outcomes for children

Children's learning is promoted successfully and they make good progress. The childminder is nurturing and focuses on areas that she feels are most valuable for the children's development. Providing a very child-led environment, she gently guides them into activities and opportunities that best support their learning. The childminder undertakes observations on the children to understand their abilities. However, she has not yet settled on a method for monitoring progress or effectively using the information to plan for children's next steps. Nevertheless, this does not impact detrimentally on children's learning because the childminder's teaching experience and skills enable her to support them well. Children are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 enthusiastic learners and enjoy exploring the environment. They are encouraged to have a love for books. There is a wide variety of books accessible to them,

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and outcomes for children

including interactive and sensory books. The childminder reads a story to the children, which she brings alive with animal sounds. The children join in with the noises and repeat the sounds and words. The childminder uses language such as 'too big' and extends the story. For example, she explains that camels can store water, which enables them to go for long walks in hot places.

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and outcomes for children

Children are learning about shapes and colours. They describe the shape of the animals' teeth and are beginning to recognise shapes such as triangle and circle. They are becoming competent at counting and use this skill to count pebbles and building bricks; older and more able children can recognise some numbers. Open questions, songs and rhymes help young children to develop language and extend their vocabulary. They join in with action songs and show their delight by laughing and giggling. Children are imaginative. They pretend to be in the 'house' making a meal. They make a drink of 'tea' or 'coffee' and talk about what they are making.

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and outcomes for children

Children's health is supported well. They are offered healthy meals and snacks that they enjoy. They are learning about why they should make healthy choices. For example, when playing with the role play food the childminder talks to the children about the fruit being good for them. Children are learning about good hygiene from daily routines and from activities such as washing their hands before they 'cook' with their play food. The childminder talks to them about safety. For example, during play she explains to be careful around the 'cooker'. She also explains to small children not to climb the stairs because they may fall. Children behave well and are considerate towards each other. For example, one child helped another child with a gate. They respond to the expectations of the childminder. For example, they understand to sit at the table for their snack and lunch. The childminder encourages them to be kind and to understand how certain

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and outcomes for children

actions might make others feel. 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 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 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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