Smart, Claire Louise

Inspection report for early years provision

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Unique reference number EY426399 Inspection date 11/01/2012 Inspector Sally Smith

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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 children aged six and two years in Woodville, Derbyshire. The whole of the ground floor is used for childminding along with the bathroom on the first floor. There is a fully enclosed garden available for outdoor 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 four children under eight years at any one time, of whom no more than two may be in the early years age range. There is currently one child attending who is within the Early Years Foundation Stage, 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 compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

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 demonstrates a sound knowledge of the Early Years Foundation Stage. She establishes positive partnerships with parents, valuing their contributions to ensure the needs of all children are met. She is professional in all areas of her work and regularly seeks ways of improving her practice. A thorough self-evaluation identifies her strengths and future areas for development in order to enhance the quality of care and learning provided.

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further?

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

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further?

 support children's understanding of the wider world by expanding the range of resources to reflect the diversity of children and adults within and beyond the setting  review the risk assessment to ensure that it covers anything with which a child may come into contact to ensure children's safety and well being.

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the early years provision

Children's care and safety are paramount, the childminder has a robust understanding of safeguarding procedures so that children in her care are protected from harm. She is secure in her knowledge of the signs and symptoms of abuse and the procedures for reporting concerns should the need arise. Appropriate checks have been undertaken for both the childminder and her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 husband ensuring they are suitable to be in contact with children. Children's safety is effectively maintained as risk assessments are carried out daily in order to keep potential hazards to a minimum. However, whilst a written risk assessment is maintained it does not identify everything with which children come into contact, which may potentially compromise their safety.

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the early years provision

The premises are warm and welcoming with pictures of their artwork displayed. Children access a good range of high quality resources which are stored in clearly labelled boxes, both in pictures and words, enabling children to make choices in their play. All available space is effectively utilised to provide children with a variety of different play and learning experiences. Equality and diversity is embraced and celebrated. Similarities and differences such as adults and children wearing glasses or using wheelchairs are discussed sensitively with the children. However, resources to reflect cultural diversity and disability are quite limited. Whilst the childminder is not caring for any children who have special educational needs and/or disabilities, she fully understands the importance of working closely with outside professionals to support children's welfare and development.

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the early years provision

Effective methods are used to share information to keep parents well-informed. They receive a full range of comprehensive policies and procedures. This ensures they are confident in the safe and efficient management of the setting. The childminder shares daily diaries and learning journals for each child and these combined with regular discussions about ensures that children's welfare, development and learning is fully supported. Parents are asked to actively contribute towards their child's care and education with suggestions. Where applicable, positive partnerships with other early years' settings are established to meet the needs of children, ensuring progression and continuity of learning and care.

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the early years provision

The childminder evaluates her service, having a clear set of priorities for improvement. The childminder thoroughly embraces training to update her knowledge and skills. She evaluates the impact that any training undertaken has on her practice. This ensures that the quality of care and learning for children is continually enhanced. She welcomes advice and support from other early years practitioners to improve her knowledge in all aspects of child development, therefore helping to ensure that individual children's needs are met. She has joined an on-line Early Years Forum which she has found particularly useful in providing advice, ideas and solutions to any problems that arise.

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and outcomes for children

Children are very happy in the care of a welcoming and caring childminder who recognises the needs of every child. She demonstrates knowledge and understanding of how children learn and develop and translates this well into good childcare practice. The childminder takes great pride in her role as childcarer and educator. She is friendly and approachable, helping children to feel settled, safe and secure. The childminder identifies children's starting points through discussions with their parents. Once this has been established, she focuses her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 observations on what the children can do and builds on their knowledge. The sharing of children's individual learning journeys and regular daily conversations contributes towards children's positive outcomes and encourages parents to actively support the childminder in working towards their child's education. The

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and outcomes for children

childminder plans activities based on her own and parents observations of their child. This ensures that activities are planned to take account of their individual needs.

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and outcomes for children

Children are encouraged to develop an interest in books, starting with sensory and lift-the-flap books to promote curiosity and intrigue, whilst talking about what they see. They hold the book correctly and turn the pages when ready. Regular opportunities for mark making abound. Children have access to a designated area with a variety of writing implements. Before going to the shops to purchase ingredients for a cooking activity, children compile a 'shopping list' of the items they require. Children enjoy regular outdoor play and relish opportunities to use their playhouse where they partake in a range of activities. This may be reading, messy play or playing musical instruments. They particularly enjoy wet days where they can listen to the sound of the rain on the roof. They are able to don appropriate clothes, put up their umbrellas and play outside. Regular outings broaden children's knowledge and understanding of the world. Visits to a local

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and outcomes for children

discovery centre, enables them to handle snakes and observe large tropical spiders. Whilst out and about, children learn about safety such as stranger danger and road safety. Children are encouraged to take some risks whilst learning about potential hazards and danger. For example, they learn how to negotiate going up and down steps.

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and outcomes for children

Children's personal social and emotional development is appropriately fostered and children develop a respect for other people and possessions. They know the routine well and what is expected of them, for example, taking off their shoes on arrival and placing them in the basket provided. They are encouraged to develop communication skills, talking about what they are doing, discussing the weather and making observations of their surroundings and spontaneous events, such as the postman delivering post to the house. They eagerly go to the letterbox and count how many have been delivered. Children have access to information and communication technology helping them to develop skills for their future learning. 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 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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