Allen, Clare Jane

Inspection report for early years provision

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Unique reference number EY437627 Inspection date 09/05/2012 Inspector Janice Hughes

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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 three children aged 11, seven and three years old in Wigston, Leicestershire. The whole of the ground floor is used for childminding purposes. There is an enclosed garden for outdoor play.

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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 can care for a maximum of four children under eight years at any one time, of whom, two may be in the early years age group and one may be under one year old. She is currently minding two children, both of whom are in the early years age range.

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Description of the childminding

The childminder is able to take and collect children from local pre-schools and schools, she also attends local toddler groups. The family has two pet cats and two gerbils.

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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 are happy and secure in the childminder's care as they experience a wide range of activities, enabling them to make good progress in their learning and development. She offers children a welcoming home environment in which they feel safe. The childminder works effectively with parents to ensure that all children are included and they are provided with a continuous learning experience. Good relationships, in the main, have been formed with other professionals to provide continuity of care for the children. She is fully committed to reflecting upon her practice and has an understanding of how to use self-evaluation to show her continuous improvement.

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further?

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

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further?

 develop the existing relationships with other practitioners to provide effective procedures to ensure continuity and coherence of learning for children, who attend more than one setting; to include transition procedures.

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the early years provision

Children are well safeguarded because the childminder has a strong knowledge of child protection issues. She is fully aware of her responsibilities with regard to supervising the children in her care and ensures that effective vetting procedures are in place. Children's safety is promoted as effective systems are in place. For This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 example, the fitting of safety equipment and stair gates. The environment, both indoors and outside, is subject to detailed risk assessments. The childminder regularly reviews the home and garden daily and the activities and outings. These are consistently recorded and have review dates written on them.

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the early years provision

Good use is made of space in the home to provide a wide range of different activities and experiences. Children access resources easily and all toys and equipment are developmentally appropriate. Children's learning is well supported as effective interaction, in a natural and sensitive way, results in them exploring play and learning activities, which are available. The childminder demonstrates a positive attitude to inclusion and offers a warm welcome to all children. The childminder evaluates her provision. She shows a willingness to make continuous improvements. She makes use of self-evaluation as a tool to develop her service to improve outcomes for children.

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the early years provision

Strong links have been made with services and providers used by the minded children. The childminder takes and collects children from the local school and pre- school and ensures that relevant information is relayed to parents and staff. However, there are no transition procedures in place to assist children when moving from her care to another setting. She liaises with other childcare professionals to help develop her knowledge and understanding in childcare. Partnerships with parents are highly motivated, as the childminder values their contributions and keeps them very well informed about all aspects of their child's development and achievements. Parents receive good information at the onset of a placement and during introductory visits. The childminder uses discussion with parents to help her assess a child's 'starting points'. She shares information with parents on a daily basis verbally and by sharing children's 'learning journeys.' This

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the early years provision

includes children's work, photographs and observations.

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and outcomes for children

Children enjoy and achieve during their time with the childminder. They play confidently and have plenty of opportunities to develop their communication and social skills. The childminder holds purposeful conversations with children to enhance their learning. For example, the children enjoy talking about dogs, the noises they make, their names and the food they eat. Children have good relationships with the childminder and laugh and giggle as they play the matching game and complete jigsaw puzzles. These activities also reinforce good expectations of the need to share and take turns. Children's behaviour is good and their positive self-esteem is maintained as the childminder creates a friendly, calm and relaxed atmosphere. Children are encouraged to make choices in play, which keeps them active and interested. They make good progress towards the early learning goals, in relation to their starting points.

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and outcomes for children

Children are developing effective principles of healthy lifestyles. Good daily routines are in place to foster children's awareness of the need for personal hygiene and safety. During activities and routines, children's learning about safe practices is significantly enhanced. For example, the children have opportunities to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learn about road safety and using scissors correctly. Children's health and dietary needs are met well. They are provided with drink constantly throughout the day to avoid dehydration. Also they have regular snacks that are adapted to suit their individual dietary requirements and preferences. These include fresh fruit and vegetables. Children enjoy regular fresh air and are active indoors and outside on a daily basis. For example, they enjoy throwing and catching balls and running around in the garden. This helps to develop their physical skills.

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and outcomes for children

Children begin to explore their creative skills. They practise with tools to support future writing skills when taking part in the painting and drawing activities. For example, as they create and draw trails independently. During these activities, the childminder also fosters children's interest in number, colour and encourages investigation. This aids children to think critically and be active, creative learners. The childminder observes children well and knows their capabilities, she provides stimulating activities that she knows they enjoy. Her flexible planning develops through the interests and play preferences of children. This ensures that the children benefit from a good balance of adult-led and child-initiated activities, which sustain their interest well. The childminder has established effective methods to assess and plan for children's next steps. She also matches the observations to the expectations of the early learning goals, through the activities

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and outcomes for children

the children access. As a result, the children build as many skills for the future as they are capable of.

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and outcomes for children

Children are fascinated by how things work and they repeat a range of actions. For example, building with popular construction bricks and rolling balls through the structures they make, showing great delight at the result. Books are readily accessible to children and they are keen to select their favourite stories for shared reading. Children confidently turn pages and lift flaps as they point to pictures and vocalise different sounds, words and numbers. This helps children to understand that reading is fun and purposeful. Children compare weight and measurement when they are baking and practise counting during everyday play activities. One of the children's favourite games is hunting for magnetic numbers around the home. These activities all aid children to develop early mathematical concepts. Children have opportunities to develop their technology skills as they play with electronic toys, for instance, pop-up and press button toys and games when using the

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and outcomes for children

computer. These all provide valuable skills for future learning and encourage early problem solving. 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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