Dunne, Louise Elizabeth

Inspection report for early years provision

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Unique reference number EY433799 Inspection date 01/03/2012 Inspector Sandra Harwood

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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 and two years old. The family live in the Walton area of Liverpool and her husband is registered as her assistant. The whole of the ground floor is used for childminding and there is a fully enclosed garden at the rear of the house, which is used for outdoor play. The childminder has a dog.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight at any one time, of whom no more than two may be in the early year's age range. When minding with an assistant the childminder is registered to care for a maximum of six children at any one time of whom no more than five may be in the early year's age range and of those, no more than two may be under one year at any one time. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are five children on roll who attend for various sessions.

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Description of the childminding

The childminder will walk to local schools and use public transport to places of interest. She is also a member of the National Childminding Association. She has a degree in Education and Professional Development.

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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 are making satisfactory progress in their learning and development because the childminder knows the needs of each individual child. The childminder has a positive relationship with parents and carers. The written documentation is shared with them so they know and understand her policies and procedures. Children are cared for in a home that is organised to be inclusive, accessible and safe. The childminder has clear ambitions for the future although self-evaluation is in the early stages of implementation.

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further?

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

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further?

 use observations and assessment to plan the next steps for children's developmental progress and regularly review  continually evaluate and reflect on practice to identify areas for development  develop a range resources which positively promote equality and diversity. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are safeguarded and protected because the childminder has a sound knowledge of safeguarding procedures. She is appropriately informed and has the relevant contact details should she have any concerns about a child. All adults are suitably vetted. Welfare is further protected through accurate risk assessments, which are regularly reviewed. This means children move freely and safely around the provision. The childminder and her assistant are vigilant in all activities ensuring children's safety at all times, including when on outings.

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the early years provision

Partnerships with parents are positive. Good use is made of the information gathered about each child, such as what they can do as well as dietary and personal care needs. This means that parent's wishes and individual needs are well met. Parents and carers are provided with daily verbal communication. This is further supported by an email which is sent every evening this includes photographs and information about their child's day. The childminder uses this opportunity to inform the parents how the activities link to the six areas of learning of the Early Years Foundation Stage. The childminder is aware of the need to work with other early years providers and professionals involved with the children, but as children in her care do not access any other provision this is not yet fully established.

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the early years provision

The childminder does not stereotype play resources, which means that children have the opportunity to enjoy the full range of play materials. The environment is warm bright and securely organised. The childminder promotes positive attitudes by ensuring children follow guidelines for safe play, such as encouraging children to tidy away toys before choosing others to play with, and sharing with each other.

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the early years provision

The childminder promotes inclusion for example she adapts her menu to meet the medical needs of the children. Regular use of the local resources such as parks and playgroups broaden the children's learning and offer a wider range of activities. This further enhances the development of social skills and co-operation with peers. The children experience a range of cultures and differences within the community, however, access to books and resources which reflect positive images of culture, race, disability and gender is limited.

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the early years provision

A commitment to improve is shown through plans to enable free-flow play between indoors and outdoors and the positive impact this will have on the children's learning and outcomes. The childminder has begun to undertake self- evaluation of her practice. However, it is not fully formalised, which means that some aspects of the Early Years Foundation Stage framework have not yet been fully considered. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The children have a trusting and secure relationship with the childminder. They happily approach her and the assistant and invite them to join in with their play. The children confidently choose their play resources such as small world figures. To support children's language development the childminder talks to them about the animal's size, name and sound they make. The children copy and laugh and this continues for as long as the children wish allowing them to consolidate their learning. The children have opportunities to try out their early writing and drawing skills using chunky chalks outside. For example, they draw lines and circles and the animals they have been playing with. Knowledge and understanding of the world is developed through a variety of activities such as making cakes and small world play. The childminder uses everyday opportunities to further develop the children's understanding; for example, when the children find a spider's web in the garden

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and outcomes for children

they talk about spiders and how easily the web will break if they touch it. Children are encouraged to have a go themselves to complete tasks to acquire new skills and increase self esteem.

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and outcomes for children

Children are making progress in their learning and development because the childminder follows their interests and needs. However, she is at the early stages of using systems to observe, assess and to plan for individual children's next steps in learning and development. Parents are encouraged to contribute to the observation and assessment planning, this helps support their child's learning and development.

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and outcomes for children

The childminder promotes positive behaviour through clear explanations and encouragement. There are realistic expectations of behaviour appropriate for ages and stages of development. Children are given praise and encouragement at all times for having a go as well as achieving, the children respond proudly to the verbal praise and gestures for example clapping. There are clear rules and boundaries, and children respond very well to requests.

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and outcomes for children

Children follow routine procedures that help them learn how to keep themselves safe and healthy. For example, they readily wash their hands after toileting and clean their teeth after eating because routines are clearly established. They are starting to learn about making good choices in food as they are offered healthy options such as fruit. Children play outside most days either in the garden or the local park, They develop sound physical skills in walking, climbing and kicking because they make use of a range of suitable resources. For example, they use the slide safely and kick the ball around to make strides in these skills.

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and outcomes for children

Children are learning about their own and other cultures and beliefs because they celebrate festivals together. They begin to understand similarities and differences as they interact with different cultures and abilities within the local community. 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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