Eddy, Julia Ann

Inspection report for early years provision

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Unique reference number EY438459 Inspection date 10/05/2012 Inspector Sarah Wignall

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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 two children in the town of Helston in Cornwall. Children use all areas of the childminder's home. A garden is used for outdoor play activities. The family has two cats and two guinea pigs. The setting is open each weekday from 8am until 6pm all year round. A maximum of five children aged from birth to eight years may attend the setting at any one time; of these, not more than three may be in the early years age group.

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Description of the childminding

There are currently two children attending who are within the Early Years Foundation Stage. They live locally and some also attend other early years settings. The childminder also offers care to children aged over five years to 11 years. She is registered by Ofsted on the Early Years Register and both 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 has a good awareness of children's individual needs and meets these well. She provides a varied range of activities that they enjoy and which support their learning and development very well. She works well in partnership with parents and has begun to establish partnerships with other settings, though these are not fully in place. The childminder regularly reflects on all aspects of her provision 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?

 develop systems to obtain a regular two-way flow of information with other early years providers to achieve consistency in children's learning.

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the early years provision

The childminder has a good knowledge and understanding of safeguarding. She has a clear awareness of action to take if concerned about children in her care. She has detailed policies and procedures in place and shares these with parents. She organizes her home well so that children have safe areas to play. Detailed risk assessments and daily checks are used to monitor the suitability of the environment, and hazards associated with routine outings. She makes use of a visitor's book to record adult's attendance on the premises and is vigilant when unchecked persons are present. She provides high levels of supervision and support as children play. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The home is well organised with most play taking place in the lounge and adjoining play room. A wide range of age-appropriate resources is freely available for children to select. Very good use is made of the toy library, providing children

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the early years provision

with new resources to explore. For example, children enjoy playing in the tent and with small world resources. The childminder plans her time well using activity- planning sheets to identify specific areas of learning for children in her care. She uses these flexibly ensuring that babies have plenty of time for rest and to play outdoors. Regular walks to school, visits to the park and the boating lake provide children with fresh air and exercise. Good use is made of local community based groups for play and socialization. The childminder has a good awareness of children's individual needs and promotes equality and diversity well. Children learn about difference as they play with resources or celebrate different festivals. For example, they join in with local 'Flora Day' celebrations and look forward to celebrating the Olympics and the jubilee later in the year.

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the early years provision

The childminder works well in partnership with parents. They are kept well informed of children's daily routines and ongoing development. Daily information sheets record key information about sleeps and feeds as well as the activities children have enjoyed. Learning journeys are freely available to parents each day and they are encouraged to add information from home. Parents are very happy with the care their children receive and provide positive feedback at inspection. Partnerships with other settings are not fully established. General information is exchanged, but it is not used effectively to support children's achievements. The childminder has made good progress since her registration. She regularly reflects on and evaluates all aspects of her practice, making adjustments where she feels these are beneficial. For example, she has reorganised her playroom providing better storage facilities so that children have easy access to the full range of

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the early years provision

resources. She has a good understanding of the Early Years Foundation Stage and is committed to developing her setting.

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and outcomes for children

Young children are happy and content in the childminder's care. They confidently arrive and separate easily from parents. They demonstrate a strong sense of belonging as they sit happily on the mat or crawl into the adjoining room. They confidently reach out to touch and explore new resources. The childminder offers gentle support and encouragement as they handle different textured material, shake instruments or move towards the play tent. They begin to learn about shape and size as they put wooden pieces in a puzzle or post shapes into different openings. Young children develop their language and listening skills as they look at books and listen to stories. The childminder talks to them as they play introducing new words, which helps to widen their vocabulary.

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and outcomes for children

Young children develop strong physical skills as they crawl around the lounge and pull themselves up on furniture. The childminder supports their developing mobility well as she provides clear areas for them to move around. They begin to learn This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 about technology as they play with toys pressing buttons that light up and make different sounds. They learn about growth and change as they plant seeds and bulbs and watch them grow. Children's health and well-being are well supported. They follow well-established routines for example, when washing hands before eating and after playing outdoors. The childminder works closely with parents ensuring she is aware of young children's routines for sleeps and feeds. She offers healthy meals and snacks and encourages children to drink when they are thirsty. Good use is made of the garden and outdoor environment for fresh air and

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and outcomes for children

The childminder has a good awareness of children's individual needs and stages of development. She uses regular and detailed observations to assess progress and identify next steps in their learning. She makes good use of detailed information on enrolment and regular discussions with parents to keep her informed of their interests. Young children feel safe and secure in the setting. They respond positively to the childminder's calm and gentle approach. They show an interest in their surroundings and are beginning to make choices about the resources they play with. They have a positive attitude to learning, which equips them well for the future. 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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