Lee, Marianne Denise

Inspection report for early years provision

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Unique reference number EY433539 Inspection date 07/03/2012 Inspector Jill Steer

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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 one school aged child in West Molesey, close to shops, parks, schools and public transport links. The ground floor of the childminder's home is used for childminding. She has a pet dog and four cats.

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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. She is currently minding two children in this age group. This provision is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder collects children from the local school. She is a member of an approved childminding network.

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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 children's safety, care and learning needs are well met in a child friendly environment with some opportunities to learn about diversity. Most children are well supported to make good developmental progress in all areas considering their age and starting points. The childminder evaluates her practice and identifies relevant areas for improvement that demonstrates her commitment for capacity for sustained continued development. Effective partnerships with parents are developed and valued to provide consistent care for children to support each child and their development.

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further?

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

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further?

 provide positive images that challenge children's thinking and help them to embrace differences in gender, ethnicity, language, religion, culture, special educational needs and disabilities  share rhymes, books and stories using languages other than English, particularly where children are learning English as an additional language.

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the early years provision

The childminder takes full responsibility for the children and keeps them with her at all times. She records visitors to her home to show when other adults may have been present. The childminder has a good understanding of the signs that a child may be at risk of harm and her written policy makes it clear how she will act to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 safeguard them. The childminder completes risk assessments of everywhere the children play including the house, garden and venues they visit. These are clearly recorded and updated each term to ensure any hazards are identified and reduced so children play in safe surroundings. The resources and toys are of good quality and well maintained. They are all accessible to all children to enable them to be independent and make choices. However, few are available that show them how different people are, both in their community and the wider world. The childminder

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the early years provision

helps children learn to value their own and other people's lives by treating everyone as an individual and her positive attitude to promoting equality and diversity.

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the early years provision

The childminder takes time to build good relationships with parents so they can share what they know about the children. They exchange regular details of the children's' progress and general wellbeing through discussion and written records. This enables them to plan activities based on the children's interests, which they can enjoy with the childminder and at home. The childminder passes information between schools and home, building important links and partnerships. Since she began childminding the childminder has identified areas for improvement and adapted her practice. For example, reviewing more frequently the developmental progress of the children. The childminder has invited feedback from the parents who speak positively about the care she is offering. Through her understanding of how children learn and develop, the childminder is able to provide a stimulating, homely environment and plan for each child's progress.

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and outcomes for children

Children settle well with the childminder as she spends all the time they need to support them in separating from their parents. This helps them trust and feel safe with her so they can be happy in their relationship. The childminder supports the children well as she shares their play and spends time encouraging them. For example, she demonstrates how to press the buttons and repeats the animal sounds on a programmable toy while they watch. Eventually they smile and do the same. The childminder records these achievements to share with the parents and track the children's progress. She uses the information to plan other activities that will challenge the children and move them on to the next stage of their development. The children enjoy music, songs and talking which develop their language and communication, often in two languages. However, the childminder does not have books for children who are learning to speak more than one

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and outcomes for children

language so they can recognise different texts. Technology is available to children as they have access to a computer with safety systems built in. Activities and resources are provided to help develop children's physical skills both indoors and out. They practice walking holding the furniture or the childminders hands and visit the park as part of the school run. This gives children the opportunity to run and enjoy fresh air.

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and outcomes for children

The childminder discusses the effect of exercise on their bodies with the children. She encourages them to enjoy being active so they accept it as part of their daily This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 lives. Fresh drinking water is always available for when children are thirsty and they enjoy fresh fruit for snacks. Children eat packed lunches provided by their parents so they eat what is suitable for their individual diets and preferences. Good hygiene routines enable children to develop good habits such as hand washing before eating and after going to the toilet. The good level of support the childminder gives children helps them feel safe. She takes sensible precautions such as having safety gates so they can watch the family dog playing without getting in each others way. Children behave well as they know about acceptable behaviour from the house rules and the childminder's guidance. This means they

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and outcomes for children

learn that there are different rules for behaviour in different places. She acts as a good role model for being considerate and positive. The childminder praises the children and acknowledges their contributions so they feel valued and develop a positive attitude to 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 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 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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