Sindell, Sara

Inspection report for early years provision

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Unique reference number EY433025 Inspection date 07/02/2012 Inspector Sarah Clements

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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 2011. She lives with her husband and two children aged 11 months and two years old in Elmswell, Suffolk. The ground floor and one bedroom in the childminder's home are used for childminding. A secure enclosed garden is used for outdoor play activities. The family has a pet cat.

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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, no more than one of whom may be in the early years age range. She is currently minding three children in the early years age group, who attend on a part-time basis. The childminder also offers care to children aged over five years. The provision is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder walks to a local school to take and collect children. She attends local social groups with the children and takes them on regular outings.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children have an enjoyable time in the welcoming environment of the childminder's home, where they get involved in a range of play opportunities that promote their steady progress. The childminder observes children's achievements and is beginning to use this information to plan future learning opportunities for each child. Suitable procedures for safeguarding children and risk assessment are followed to ensure that they remain protected, safe and secure. The childminder promotes good continuity in children's care as she actively exchanges ongoing information with parents and carers. The childminder is keen to develop the provision and has recently started to evaluate and identify some ways in which she can improve outcomes for children in the future.

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further?

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

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further?

 extend the system of self-evaluation, for example by using a wider range of quality improvement tools, and by monitoring the impact that improvements have on outcomes for children  develop the systematic use of observations and assessments linked to the early learning goals to identify the next steps in learning for each child  provide positive images and resources that challenge children's thinking and help them to embrace differences in gender, ethnicity, language, religion, culture, special educational needs and disabilities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder implements an appropriate range of policies and procedures to ensure that children are safeguarded from harm. She has completed an introductory training course to ensure that she has a sound understanding of safeguarding children issues and has gathered all relevant contact details for the local child protection agencies. This means that the childminder is able to meet her duties to follow up any concerns about a child's welfare. Children are protected further as all members of the childminder's household have completed the necessary suitability checks. The childminder conducts risk assessments of the home, garden and outings to identify hazards to children, and takes appropriate steps to eliminate risks. As a result, children play in suitably safe and secure surroundings. Children use a range of furniture, equipment and resources that are of good quality and suitable to facilitate children's learning and development. The

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the early years provision

childminder is careful to arrange them so that they are accessible to all children, including younger babies.

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the early years provision

The childminder does not currently care for any children with special educational needs and/or disabilities. However, she demonstrates a positive attitude towards ensuring that all children are fully included at the setting and gathers necessary information in order to meet their individual needs. The childminder is aware of the importance of establishing links with other early years settings children may attend in the future to ensure continuity of the children's care and learning. Strong partnerships are formed with parents and carers. They are kept fully informed of their children's development and progress through regular discussions and have access to their child's daily diary. The childminder takes time to write meaningful accounts of each child's time at the setting and encourages parents to contribute their own comments, which they often do. Parents' comments about the care and learning experiences their children receive are very positive and complimentary.

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the early years provision

Since registration, the childminder has developed a range of written documentation to support the safe and efficient operation of the setting. This includes a welcome pack and a range of key information, which is shared with new parents. The childminder is keen to continue improving outcomes for children but is at an early stage of identifying her strengths and areas for development. She is yet to make full use of tools such as the Ofsted self-evaluation form or parental questionnaires to closely monitor the impact that improvements have on outcomes for children. Liaison with other, more experienced childminders provides useful opportunities for the childminder to share activity ideas and discover new ways to develop her planning.

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and outcomes for children

Children are happy and content in the care of the childminder. They demonstrate their secure bonds with the childminder as they seek her reassurance and comfort when they become tired or feel unsure of new situations. The childminder is clearly This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 aware of each child's emerging interests and plans opportunities for children to build on them in their play. For example, when children show an interest in imaginative play, the childminder provides an appropriate range of resources to support their role play situations. As a result, children enjoy dressing and feeding dolls and making drinks for each other in the caf. The childminder is developing her understanding of the Early Years Foundation Stage and has recently started to record observations of the individual children's achievements. However, these observations are not yet matched to the expectations of the early learning goals or

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and outcomes for children

used to plan the next steps in each child's learning and development. This means that children's progress towards the early learning goals is not as clearly tracked as it could be. The childminder understands the importance of interacting with children and asking questions to extend their thinking. For example, she takes time to encourage children to talk about their drawings and to use their developing language skills to describe the different shapes and colours they have used.

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and outcomes for children

Children benefit from a flexible routine, including a balance of child-initiated and adult-led activities delivered through indoor and outdoor play. For example, they attend regular toddler and playgroup sessions where they develop their social skills and confidence in larger groups. Cooking activities are planned regularly to provide opportunities for children to manage tasks for themselves, such as stirring ingredients and carefully scooping cake mixture into baking cases. Children have appropriate opportunities to develop skills for the future. For example, they learn to operate technology as they press the keys on an electronic keyboard and work out how they can create sounds and lights through pressing buttons on the interactive toys. Children participate in a range of art and craft activities, including finger painting, making models with play dough and drawing with pencils. This helps develop children's dexterity and promotes their creative ideas. Babies also

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and outcomes for children

benefit from a suitable range of resources to meet their stages of development. For example, they have access to a walker to support their developing physical skills and can sit safely in the small ball pool. A small selection of books help children to develop some awareness of different cultures, and craft activities are planned to widen their thinking about different religions. However, a wider range of positive images, special events and practices are not yet shared to fully challenge children's thinking around diversity and the wider world.

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and outcomes for children

Children are developing a sound understanding of how to lead aspects of a healthy lifestyle. They make healthy choices when selecting foods to have at meal and snack times, including lots of fresh fruit. They are supported to learn to manage their own toileting routines as they are offered suitable facilities. Children have regular opportunities for physical exercise, which contributes to their health. For example, they enjoy going for walks in the local area and running around during visits to the park. Through the childminder's gentle reminders, children are developing an appropriate awareness of ways in which they can keep themselves safe. They become aware of road safety while out and about, and are encouraged to consider that they may hurt themselves if they climb on the toys. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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