Brockhurst, Susan Denise

Inspection report for early years provision

p.1

Unique reference number EY403305 Inspection date 01/03/2012 Inspector Jo Rowley

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 registered in 2010. She lives with her husband and two children aged 17 months and four years in Stevenage, Hertfordshire, close to shops, parks, schools and public transport links. The whole of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The family has some fish. The childminder is able to support children with special educational needs and/or disabilities and children with English as an additional language.

p.4

Description of the childminding

The childminder provides care on each weekday during term time and school holidays. She is registered on the Early Years Register to care for a maximum of two children in the early years age range and is currently minding three children in this age group. She also offers care to children aged over five years and this provision is registered on the compulsory part of the Childcare Register.

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 is providing a friendly environment for children and parents. She takes some steps to promote children's welfare through established daily routines and she has a clear understanding of safeguarding procedures having completed additional training. The childminder is meeting the needs of children in the Early Years Foundation Stage and she promotes an inclusive environment. All children are making sound progress towards the early learning goals and established links with parents help to build positive relationships and promote consistency. The childminder has begun to self-evaluate her practice and is aware of her setting's strengths and areas for improvement.

p.4

further?

To meet the specific requirements of the EYFS, the registered person must:

p.4

further?

 provide a procedure to be followed in the event of a parent failing to collect a child, at the appointed time, and share this with parents (Safeguarding and promoting children's welfare) 15/03/2012

p.4

further?

 carry out a risk assessment for each type of outing and review it before embarking on each specific outing. (Safeguarding and promoting children's welfare) 15/03/2012

p.4

further?

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

p.4

further?

 practise regular evacuation drills and record details in a fire log book of any problems encountered and how they were resolved This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  incorporate children's next steps in to the planning to ensure that activities are tailored to the needs and abilities of individual children.

p.4

the early years provision

The childminder has a reasonable understanding of safeguarding procedures in order to protect children in her care. For example, she has devised written policies and procedures, which are shared with parents, completed additional training and she is aware of her role and responsibility with reference to reporting concerns. However, the childminder does not provide a procedure to be followed in the event of a parent failing to collect their child at the appointed time and this has a potentially impact children's welfare. The childminder carries out regular risk assessments within her home, to ensure that hazards are minimised, however, outings, which children take part in, are not effectively risk assessed and therefore their safety is potentially affected. Children are gaining an understanding regarding staying safe outside the home as they learn, through discussion, about stranger danger and road safety. However, although the childminder has an emergency

p.5

the early years provision

evacuation procedure in place children do not practise this on a regular basis and this compromises their safety.

p.5

the early years provision

The childminder demonstrates a sound knowledge of the Early Years Foundation Stage and she demonstrates awareness for the recording of observations, planning and assessment. She has an effective relationship with parents and encourages them to share what they know about their children with daily communication being fully encouraged. The childminder has begun to develop links with other local settings and is building relationships with these to promote continuity of care. All children are equally welcomed into the childminder's setting regardless of their background, culture or religion and a written equal opportunities policy is shared with parents to ensure that no child is ever discriminated against, promoting inclusion. Children use resources which are age- and stage-appropriate and each child is offered the ability to make independent choices about their play because resources are stored within easy reach and they are given opportunities to make

p.5

the early years provision

choices about their play. The childminder has an understanding of cultural differences to support children's awareness of the wider community and children's understanding of this is promoted through the activities and toys offered. The childminder has taken positive steps to self-evaluate her setting and she demonstrates an awareness of her strengths and areas for improvement using feedback from inspection as well as parents to improve standards.

p.5

and outcomes for children

Children are happy and enjoy their time with the childminder and they make steady progress in their learning because the childminder is supportive to their needs. Children are naturally challenged in their play as the childminder encourages them to try and do things for themselves, for example, as one child is creating a counting puzzle he shows doubt in his ability to complete it. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder fully encourages him by telling him how clever he is, promoting his self-confidence. Observations are completed on a regular basis for each child, and the next steps in their learning are mostly identified. Flexible planning is arranged by the childminder and incorporates the six areas of learning as well as children's individual likes and interests. However, their next steps are not incorporated into the planning to ensure that activities are tailored to their individual needs.

p.5

and outcomes for children

Children feel valued as the childminder listens to them and supports them in they play by joining in enthusiastically. An example of this is as one child asks to look at the flash cards. Together the child and the childminder play with the cards with the childminder asking relevant questions to encourage the child's thinking further. This activity is used to encourage the child's social skills, communication, language and literacy development as well as their problem-solving skills. Children's behaviour demonstrates that they feel safe as they are praised for being kind to each other. They are observed to help one another and happily share resources with their friends.

p.6

and outcomes for children

The childminder uses regular, though gentle, reminders to promote children's safety, for example, she encourages the children to walk inside the home, not run in case of accidents. Children develop their creative skills through regular opportunities, for example, they are able to develop their imaginations as they dress up in their favourite super heroes' costumes and create their own games. Children's physical development is promoted because they have regular opportunities for outside play where they use static resources. For example, they count bounces on the trampoline and their knowledge and understanding of how things grow. They have a vegetable patch where they have previously grown pumpkins and are preparing to grow tomatoes which children will be responsible for watering, picking and then eating.

p.6

and outcomes for children

Children have regular and independent opportunities to access books as these are available for them to read independently. Their knowledge and understanding of the wider world is encouraged through resources such as books, dolls, dressing up and small world toys as well as the various activities they take part in such as recently when they enjoyed Pancake Day. Children have an appropriate awareness of personal hygiene through established daily routines. For example, they are aware of the need to wash hands before meal times and after outside play. Children learn about healthy eating as the childminder provides freshly prepared fruit snacks and balanced meals on a daily basis. 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 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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.7

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 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 3

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