Aljilani, Maher

Inspection report for early years provision

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Unique reference number 315459 Inspection date 19/01/2012 Inspector Angela Rowley

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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 1995. She lives with her husband and adult son in the Ladybridge area of Bolton, Greater Manchester. The whole of the ground floor of the property is used for childminding, with the exception of the main lounge. Children play in the conservatory and dining room and access ground floor toilet facilities. There is a fully enclosed garden available for outside play. The childminder takes and collects children from local schools and pre-schools.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. There is currently one child attending, who is within the Early Years Foundation Stage and who attends on a part-time basis. The childminder also offers care to 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. 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

Children are settled and play happily in the childminder's care. They make good progress through the provision of a homely and stimulating play environment, which promotes their learning through play. Continually developing systems to identify and plan for their individual needs in partnership with parents and others means that children's development and their welfare is securely promoted. Mostly effective implementation of clear record keeping systems, along with suitable policies and procedures results in good organisation. The childminder is motivated to use the advice and guidance of others, along with training to further develop her provision demonstrating a good capacity for continued improvement.

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further?

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

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further?

 update the record of risk assessment following the identification of any additional hazards on the premises  strengthen planning systems to provide play and experiences based on the children's interests and learning needs.

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the early years provision

The childminder has a good understanding of child protection issues through training. She clearly demonstrates her understanding of her written safeguarding procedures, which includes steps to take in the event of an allegation being made This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 against an adult living or working at the premises and which link clearly with the procedures of the Local Safeguarding Children Board. The childminder has a documented complaints procedure and is committed to working closely with parents to resolve any concerns. She is vigilant with regard to visitors to her home, which is kept secure. Her home is very clean and well maintained. She uses some safety equipment to prevent accidents and is vigilant in ensuring children's safety, through close supervision. She plans outings carefully and keeps risk assessment documentation. However, she has not always updated this when identifying and

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the early years provision

addressing new hazards around the home, for example, wind damaged garden fencing. All records required for the safe management of the provision are in place and almost all are clearly documented. The childminder maintains a current paediatric first aid certificate and has clear procedures for accidents and medication.

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the early years provision

The childminder is respectful of individual children's needs and family backgrounds. She finds out about individual children's needs and interests from a family perspective at the start of each placement. This enables her to plan effectively to meet individual children's needs and enables them to settle quickly. Relationships with parents and carers are well established. Suitable communication systems, such as daily diary sheets, ensure young children's care needs are met and parents are well informed of how the setting operates. 'All about me' type questionnaires help the childminder find out about children's learning and experiences so far. Regular progress reports in children's learning journey records inform parents of their children's development. However, the record is undated and as a result, does not evidence the rate at which progress is made to help the childminder monitor the effectiveness of her provision for learning. The childminder works very closely

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the early years provision

with the local pre-school, which children attend. Together they share information to make informed assessments of children's achievements and to plan priorities and strategies to promote children's learning. For example, how to help children learn how to put on their own coat. She uses her partnerships with other childminders, other professionals and community resources to continually improve her provision for children and to continually enhance the range of resources available to meet individual needs and interests.

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the early years provision

The childminder successfully uses her links with local authority services to monitor and extend her provision for children. For example, she has used the guidance and tools provided by her local authority advisor to ensure that she has provision in place to meet all legal requirements and she regularly accesses training sessions to increase her knowledge and skills. The childminder has thought carefully about self-evaluation and has asked parents and carers for their feedback, which include comments about the impact on children's progress and their eagerness to attend. She recognises her strengths as being the safe, nurturing care she offers to children, along with the range of outings and play that extend children's experiences and help them learn. The childminder continually reflects on ways that she can extend her provision to help children learn more and has identified further training sessions she feels would be beneficial to her provision. The childminder

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the early years provision

has addressed the recommendations raised at her last inspection and made significant improvements to her record keeping systems since this time, thus, demonstrating her capacity to maintain continual 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 the Early Years Foundation Stage and uses her years of experience effectively to promote children's welfare and their learning. Space within the home is well deployed to meet children's needs. Children benefit from a child-led environment where they are able to make choices and follow through their own thinking. They freely access the ground floor toilet facilities, learning how to self-care and adopt good hygiene practices. They are enabled to continually access some attractive resources stored at a low-level in the dining room. Children develop a sense of responsibility when they are encouraged to put toys back on the open shelving when they have finished playing with them. Children freely access electronic toys, such as battery operated laptop computers and learn to follow through a simple programme. They are provided with clear floor space in which they are able to construct tracks for their trains and cars or

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and outcomes for children

spread out their toys in line with their ideas. This organisation helps them become active learners and develop skills for the future.

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and outcomes for children

In practice, the childminder delivers activities in a way that is relevant to each child's stage of development. This is because she knows each child well through her close relationships and because she notices what they can do and are interested in. She records observations of children at play, supported by photographs and matches what she sees to an area of learning. This helps her to assess children's achievements and to use what she knows to help them reach some of their next steps. However, as yet the childminder relies more often on her instincts for being able to follow though these next steps. She is not yet systematically planning how to promote them to ensure children make as much progress as they can in all areas of learning.

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and outcomes for children

Children progress because they feel safe in the childminder's care and they have a recognised sense of belonging in her home. As they enter, they take off their coats and put their shoes in a particular place in the hall. Secure relationships facilitate the development of communication. Conversation is constant and as a result, children are becoming confident communicators. They are given choices and respond appropriately. Regular outings, for example, to toddler groups, toy library or activity play centres promote children's relationships with others. They develop special friendships and learn how to share and take turns. They have fun holding races in the garden and playing giant floor games, such as snakes and ladders. The childminder uses these opportunities to enhance children's numeracy skills and as a result, pre-school children count confidently beyond 10. The childminder uses play to enhance learning successfully. Play with magnetic letters has enhanced

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and outcomes for children

children's awareness of phonetic sounds. Also matching card games enhance children's understanding of the concept of number. Creative activities are often undertaken to introduce children to difference and diversity, for example, making Easter bonnets or diva lamps. Using the equipment and outdoor play area in the town parks, the childminder extends children's opportunities to challenge their physical skills. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Secure routines enhance children's opportunity to develop healthy and safe lifestyles. The childminder promotes healthy eating and ensures children are well nourished by working closely with parents and carers to provide for children's dietary needs. She encourages children to access their own drink of water or sugar free cordial when thirsty and provides a range of fruit snacks, which children enjoy. Children learn about being safe when some safety equipment is routinely

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and outcomes for children

used in their care, for example, safety seats in the car. However, the childminder often relies heavily on her supervision as a means to keep children safe, which impede opportunities for children learning how to stay safe. Children learn about road safety when they use road signs on the car tracks, recognising, which says 'stop'. They also sing songs with road safety themes. They are gently encouraged to learn how to behave in safe ways. The childminders consistent, nurturing support promotes positive behaviours, such as the use of good manners. 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 3 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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