Rawlings-Johnson, Samantha Clare

Inspection report for early years provision

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Unique reference number EY437601 Inspection date 10/05/2012 Inspector Gill Little

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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, adult daughter and four younger children aged 15, 13, 10 and two years. The family lives in the rural village of South Woodchester, near Stroud. The ground floor of the childminder's house is used for childminding, including a playroom, kitchen, bedroom and cloakroom. There is a front garden available for outdoor play. The family has two cats. Access to the home is via steps down through the front garden, with easier access at the rear of the property.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children under eight at any one time; of these, no more than two may be in the early years age range. She is currently minding seven children on the Early Years Register on a part-time basis. She is currently minding one child on the Childcare Register. She offers care on a daily basis, before and after school, and during school holidays. She drives to the local school to take and collect children. The childminder holds a Diploma in Home-based Childcare.

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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

Children flourish in this welcoming and stimulating environment where they make good progress in their learning and development. The childminder develops successful partnerships with parents and the local school, which help her to meet children's individual needs effectively. Most procedures to promote children's safety and welfare work well in practice. The childminder evaluates her provision successfully and demonstrates a strong capacity for continuous improvement.

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further?

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

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further?

 include in the risk assessment anything with which a child may come into contact, with particular regard to the portable heaters and the garden gate.

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the early years provision

The childminder has a clear understanding of safeguarding children procedures. She is aware of the possible symptoms of children at risk and knows what to do if she has concerns. She ensures that all household members have appropriate background checks. Her home is generally safe and most safety procedures work This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 well in practice. For example, a stair gate prevents unsupervised access to the first floor and a finger guard on the cloakroom door helps to prevent trapped fingers. The childminder carries out daily safety checks, but does not fully assess risks posed by the portable heaters or by the lack of a secure lock on the garden gate. However, she does supervise children closely at all times, which helps to reduce the risk of accidents.

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the early years provision

The childminder provides a good range of interesting and easily accessible resources. A welcoming playroom entices children to explore and follow their own interests. The childminder makes effective use of the outdoor environment in all weathers, including her garden and the local rural area.

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the early years provision

The childminder actively promotes equality and diversity. She takes great care to find out about children's individual needs when they first start with her, by asking parents to complete a 'communication passport'. This provides useful details, such as children's understanding of how to stay safe and how they respond when they are happy or anxious. The childminder uses this information effectively to support children during their time with her. She works closely with parents and develops good relationships with them. Parents comment that she is 'caring, calm and professional', and that their children 'blossom and grow in confidence' during their time with her. The childminder keeps parents well informed about their children's progress through informative daily diaries, daily discussions and formal development records. She develops good relationships with the local school, which some children attend. She is proactive in meeting with teachers, attending school

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the early years provision

events and supporting children's schoolwork, such as helping them with reading. These processes are effective in enhancing continuity for children between the childminding, school and home environments.

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the early years provision

The childminder has a positive approach to self-evaluation. She frequently asks parents if she could improve any aspects of her practice and she welcomes their comments in their children's diaries. She is proactive in including children in making choices about the childminding provision, such as planning a birthday party. She makes good use of her contact with another local and more experienced childminder to make further improvements to her provision. Since registration, she has developed an effective system for assessing children's progress and has established clear routines with children. For the future, she is planning to attend further training and to continue to focus carefully on meeting children's individual needs.

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and outcomes for children

Children display a strong sense of belonging and show that they feel safe in this welcoming environment. They have a positive approach to learning, as the childminder makes everything fun and enjoyable. They demonstrate good levels of behaviour and they play well together. Older children clearly show respect for younger children, kindly joining in with their play or holding their hands when on outings. The childminder supports children to learn about people who are different This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 from themselves, by responding sensitively to children's questions and celebrating festivals from different cultures.

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and outcomes for children

Children play outdoors daily, which provides them with plenty of fresh air and exercise. In the garden, they enthusiastically explore a range of resources, including a sandpit, slide and ride-on cars. They are keen to respond to challenges to their physical development, such as negotiating a flight of steps, under the careful supervision of the childminder. They enjoy a good variety of outings in the local area, such as muddy walks through the woods and a visit to a local bird sanctuary. The childminder is proactive in encouraging children to enjoy the natural environment in all weathers and helps them to put on waterproof clothing where appropriate, before venturing outside. As a result, children thoroughly enjoy outdoor play, which has a positive impact on their health and well-being.

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and outcomes for children

Children develop a good understanding of healthy eating as they help the childminder to buy fruit from the local shop for their snacks. They confidently wash their hands or clean them with antibacterial gel. They develop a secure understanding of safety procedures, such as staying within sight of the childminder while in the woods.

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and outcomes for children

Children enjoy their learning and successfully secure the skills they need for the future. They explore a good range of manufactured toys, such as a mini computer and a variety of phones to help them learn about technology. The childminder extends this understanding successfully, by encouraging children to take photographs with her phone. Children learn about mathematical concepts throughout the day, both indoors and outside. For example, they explore the concept of 'first, second and third place' while making Olympic medals, and they count horses and 'dinosaur rocks' when on outings. They develop good communication skills by engaging in stimulating discussions with the childminder. They learn to listen carefully to sounds, such as the birds in the trees or the squelchy mud. They develop effective early writing skills with a range of different materials, such as chalks and paints, which they use imaginatively.

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and outcomes for children

The childminder carefully records children's day-to-day progress in their daily diaries. In addition, she makes detailed monthly observations of each child and carefully checks their development against the Early Years Foundation Stage guidance. She then uses this information, together with her clear knowledge of children's individual needs, to plan relevant and challenging activities successfully. 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 3 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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