Mrs Teresa Jane Wagland

Inspection report for early years provision

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Unique reference number EY438033 Inspection date 11/04/2012 Inspector Susan Ennis

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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 registered in 2011. She lives with her husband and two children aged five and nine years in Biggleswade, Bedfordshire, close to shops, parks, schools and public transport links. The whole of the childminder's house is used for childminding and there is access to a fully enclosed garden for outside play. The family has two rabbits and a pond with fish.

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Description of the childminding

The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language

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Description of the childminding

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

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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 offers a safe, secure and welcoming environment in which all children thrive and where their development is consistently promoted. Her flexible planning ensures that the children's interests are followed and that they enjoy their time with her. The childminder builds trusting relationships with parents promoting a continuity of care for all concerned. Through reflecting on her practice, the childminder has a picture of her areas for improvement. She demonstrates a high commitment to her childminding and is enthusiastic about making and sustaining improvement.

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further?

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

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further?

 analyse further the use of assessments to demonstrate how children's next steps in progress are incorporated into planning  develop further the use reflective practice to fully incorporate the views of parents.

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the early years provision

Effective safeguarding policies and procedures ensure that children are well protected. For example, the childminder has a detailed knowledge of child protection. She has attended additional training to update her knowledge and has the required contact numbers in place for dealing with concerns should they arise. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 She ensures that anyone coming into contact with the children is suitable to do so and maintains a record of all visitors. The childminder has a high level of awareness regarding children's safety when out and about. She carries cards that contain the children's emergency contact details, ensuring that parents can be promptly contacted. Children are consistently made aware of the safety precautions required as they discuss road safety awareness with the childminder.

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the early years provision

Children's individual development is skilfully promoted because the wide range of available resources is conducive to their learning. Children are able to actively select which toys they want to play with and enjoy moving freely between inside and outside. Younger children are encouraged to learn how to negotiate the step into the garden, building their confidence and independence. A close and trusting partnership with parents and carers ensures that all relevant information is shared and a consistent approach given. Detailed documentation ensures that parents are fully informed about the childminder's policies and procedures detailing her working ethos and good practice. Daily interaction, use of a daily diary and the regular sharing of the children's records of achievement ensure that parents are fully informed about their children's day and are involved in their learning. The childminder demonstrates an awareness of liaising with other agencies. She shares

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the early years provision

information with the other early years settings attended by the children and ensures that she is aware of the themes and topics being covered. This promotes continuity in children's learning and development.

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the early years provision

The childminder has a positive understanding of anti-discriminatory practice, enabling her to provide a service which is inclusive for all children and families. She works closely with parents to ensure that she understands each child's background, needs and beliefs. She demonstrates a genuine enjoyment for her work and is committed to improving outcomes for the children. She consistently evaluates her daily practice and is proactive in making changes where she feels they are required. She reacts positively to the inspection process and plans to use the self-evaluation form as an ongoing tool to highlight her strengths and areas for improvement. However, as the current systems in place do not fully encourage the parents to share their views, this information is not always used to enhance reflective practice.

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and outcomes for children

Children are consistently offered a wide range of opportunities that support them in making good progress across the areas of learning and development. The childminder flexibly plans activities around the children's interests and preferences. For example, when children choose to play in the garden painting the fences rather than partaking in a planned activity, the childminder encourages their choice and supports their play. Children are supported in identifying the features of living things, for example, the childminder explains that the ladybird they find has wings hidden on their body to help them fly away.

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and outcomes for children

Good quality information is gained from parents at the start of the placement, for example, children's routine, likes and dislikes. Each child has a record of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 achievement in which the childminder makes detailed use of observations, photographs and assessments to enable her to build on what the children know and plans their next steps of development. However, it is difficult to establish how their next steps are incorporated into planning and therefore children's progress is not optimally promoted. The childminder uses her experience and knowledge of child development to plan activities that progress children's learning and stimulate their ideas. For example, children develop their investigation skills as they observe how ingredients change during cooking activities. They state that their 'snowball is small' as they learn about size and shape and their language skills are developed

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and outcomes for children

as they identify the letters that make up the road names. They develop their knowledge of the local area as they compare the church spire and local buildings to those in fictional stories. Their creative and questioning skills are also enhanced as they discuss why the water changes colour when they wash out their paint brush.

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and outcomes for children

Children's emotional development is well promoted as they develop secure and trusting relationships with the childminder and their peers. They also learn about the care of others as they participate in looking after the family rabbits. The childminder acts as a positive role model and assists the children in learning and making the right decisions. She sensitively helps children learn and understand about the society in which they live. For example, celebrations of festivals are built into the planning and resources, such as books and play figures, improve children's knowledge of diversity.

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and outcomes for children

Children's health is actively promoted as the childminder takes effective steps to minimise the spread of infection. Children develop a positive attitude to a healthy lifestyle. They know to wash their hands before snack and explain that this is necessary to 'stop the germs going on the food'. They are consistently reminded of the importance of these practices as they are, for example, encouraged not to kiss each other on the lips to prevent cross infection. Children are becoming aware of their own safety as they are given sensitive reminders by the childminder. For example, they are encouraged to sit on their chair properly in case they fall. They also practise first aid procedures, such as the recovery position, on a monthly basis to enable them to react in a calm and confident manner should the situation arise in real life. 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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