Holden, Rachael

Inspection report for early years provision

p.1

Unique reference number EY431124 Inspection date 27/02/2012 Inspector Sue Birkenhead

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2011. She lives with her husband and two children ages three years and eight months. The family live in the Murdishaw area of Runcorn, Cheshire close to local facilities, schools and transport links. The whole of the ground floor, one bedroom and the bathroom on the first floor are used for childminding purposes. There is a fully enclosed garden available for outside play.

p.4

Description of the childminding

This provision is registered by Ofsted on the Early Years Register and on both parts of the Childcare Register. The childminder is registered to care for a maximum of four children under the age of eight years at any one time, of whom one may be in the early year's age group. She is currently minding one child in the early year's age group part-time. The childminder holds relevant childcare qualifications.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

The childminder has a secure understanding of the Early Years Foundation Stage and how children learn. Consequently, children's individual needs are met and the positive progress they make towards the early learning goals is supported well. Appropriate relationships develop with parents to ensure their care is approached with consistency. The children currently cared for do not attend other settings, although the childminder has a clear understanding of how to establish positive links. The childminder demonstrates a suitable commitment to continuous improvement and her approach to self-evaluation is in the early stages.

p.4

further?

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

p.4

further?

 complete regular evacuation drills with the children and record the details, including, problems encountered and how they were resolved  improve procedures for sharing information with parents, to enable them to review their children's progress regularly and contribute to their child's learning and development record  improve systems for linking the children's next steps in learning with the planning of activities to reflect how their learning is taken forward  develop procedures for self-evaluation to assess what the setting offers, the impact on children and areas for future development, taking into account parents' views. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

The childminder has a secure knowledge and understanding of her responsibility to protect children, which includes, monitoring visitors to the setting. She clearly recognises the signs of abuse and procedures for reporting concerns supported by the written policies in place. Through the completion and regular review of comprehensive risk assessments of her home, as well as, outings and the use of necessary safety equipment risks to children are effectively minimised. She actively promotes children's awareness of staying safe by outlining hazards and the consequences of their actions. The childminder organises her records well to respect confidentiality and accurately record information. She begins to give some thought self-evaluation by discussing practices with fellow childminder's. In addition she has prepared her own self-evaluation form to document practices, however, this has not yet been implemented. Consequently, her approach to self-

p.5

the early years provision

evaluation is in the early stages. The childminder outlines some aspects to suitably support the continuous development of her service, which, includes additional training.

p.5

the early years provision

Although children do not currently attend additional settings the childminder is clearly aware of the need to develop effective links, as this changes in the future. She develops appropriate relationships with parents by exchanging information initially, which, contributes to the consistent approach to meeting the needs of the children. In addition the verbal feedback daily and the written two way communication system makes parents aware of their child's well-being and content of their day. However a system to enable them to share and regularly contribute to the children's individual development files is an area for future development. The parent pack contains many written policies, making parents' aware of the childminder's many effective practices and procedures, including, safeguarding and complaints. The effective display of documents, includes, her certificate of registration, public liability insurance and house rules, for parents' information.

p.5

and outcomes for children

Children are cared for within a welcoming environment where their sense of belonging is appropriately fostered. As a result, they are happy and secure in the childminder's care. The positive deployment of resources supports the children in their learning and contributes to their enjoyment. Consequently they are able to make decisions about their play, which encourages their independence. The childminder clearly knows how children learn and positively interacts with them to support, challenge and extend their learning. This positively contributes to the development of children's communication skills and language. The individual 'weekly planner' links the areas of learning to activities, reflect places they visit and ensure a good balance of adult-led and child-initiated opportunities. The children's learning journey contains many purposeful observations, which are linked to the areas of learning and refer to their next steps. Children's next steps outlined are

p.5

and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 used to inform future planning, although systems in place to link them have not been completed. In addition their developmental starting points obtained on entry to the setting provide a baseline from which to monitor their positive progress.

p.6

and outcomes for children

The many good learning opportunities and the childminder's effective role model support the development of the children's future skills. Children enjoy positive relationships with others, they sit and have lunch together and visit group settings regularly to extend their social skills. Their interest in books is positively encouraged as they freely select books of their choice, sit quietly and turn the pages looking at the pictures. They attend story time at the local Children's Centre, therefore, contributing positively to the development of their literacy skills. The childminder effectively extends the children's knowledge of colours and number during everyday experiences and play and are introduced to shape, as they access the shape sorter. Children have many opportunities to explore creativity, which include using various media. They decorate re-cyclable materials, paint freely, create a collage using feathers and pom poms and decorate biscuits with icing.

p.6

and outcomes for children

Children develop an understanding of the natural world, as they take walks locally to collect leaves for collage and compare the size of their runner beans plant they grow and nurture from seed. Many useful resources introduce children to basic technology from a young age. This includes the use of the play computer and interactive resources where they learn by pressing the buttons, they can create flashing lights as well as music. Children's understanding of the wider world is increased through the many resources they access mainly during their visits to the local groups and the festivals they celebrate to promote positive images of diversity. Children proudly show how their self-help skills are developing well, as they independently change from their outdoor shoes into their slippers.

p.6

and outcomes for children

Children learn to stay safe, as they practice road safety during walks, however practising emergency evacuation drills with the children is an area for future development. They indicate they feel safe, as they wave goodbye to parents from the window, play independently in the lounge, as the childminder prepares lunch knowing she is close by and sleep soundly after lunch. Their behaviour is managed effectively, as a result of the regular praise they receive in recognition of their achievements, they develop their self-esteem, confidence and behave well. They learn about personal hygiene throughout the daily routine, receive a healthy balanced diet and attend weekly music and movement sessions, which all effectively contribute to their developing awareness of a healthy lifestyle. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.8