Storey, Clare

Inspection report for early years provision

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Unique reference number EY437907 Inspection date 09/05/2012 Inspector Nicola Dickinson

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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 in Mirfield with her partner and three children aged 12 years, six years and 16 months. The home is situated in a residential area close to local amenities, nurseries and schools.

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Description of the childminding

The whole of the ground floor of the home is used for childminding, including a kitchen and cloakroom. There is an area for outdoor play to the rear of the property and an open-plan garden to the front. The childminder is able to take and collect children from local schools and pre-schools. The provision is open every day from 6.30am to 5.30pm, for 50 weeks of the year. The family have a pet dog and a rabbit.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time. There are currently three children attending who are within the Early Years Foundation Stage age group. The childminder also cares for children aged over five years. The provision is registered on the Early Years Register and 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

Children are very well cared for in a safe and welcoming environment. Effective safeguarding measures are in place. Children make purposeful progress in their learning because their interests are clearly identified and overall, are well supported. Partnerships with parents and other professionals are good and information which supports children's health and welfare is shared. A positive commitment to equality and diversity is promoted throughout children's learning. The beginnings of self-evaluation demonstrate the childminder's commitment to improvement.

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further?

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

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further?

 include children in the preparation of meals and snacks to extend their understanding of how food is used and prepared to maintain health and well- being  broaden self-evaluation systems to facilitate a good understanding of the strengths and weaknesses across all areas of the provision. 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 well in the setting because good safety measures are in place. The childminder identifies and minimises risks and evacuation procedures are practiced regularly. She has a good knowledge of safeguarding policies and the procedures to be followed should she have concerns about a child's welfare. Identification checks and a visitor's book ensure visitors to the setting are monitored. All required documentation is in place and is effective in practice.

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the early years provision

The setting is well-organised with a stimulating range of developmentally appropriate resources, which promote independence in young children in their investigation of the environment. Effective use of resources in the community, such as the library, local parks and places of interest, extend children's learning into the wider community and enhances their knowledge and understanding of the world.

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the early years provision

Children's individual needs are met well because the childminder works closely with parents. She finds out about their home background and cultures and as a result, planning reflects their home routines. Good understanding of transition ensures children who attend other early years provision enjoy continuity of care. Children make purposeful progress because the childminder works with parents to ensure that she is aware of their starting points and interests. She identifies next steps and links them to the Early Years Foundation Stage. Children use a variety or resources in their play which increase their awareness of other cultures and diversity. The childminder is knowledgeable about where to access services which can support children with special educational needs and/or disabilities. She also understands where to access support for children who speak English as an additional language. A positive attitude and well-informed explanations help

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the early years provision

children to understand the needs of people with disabilities. All children in the provision are valued as individuals, are free from discrimination and have access to all resources.

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the early years provision

The childminder has a clear vision to develop her provision to provide a high standard of care and learning for children. She shares good practice with other childminders and seeks advice and support from the local authority childcare development team to improve her provision. The childminder's practice is reflective and she is beginning to use self-evaluation to identify additional areas for ongoing improvements that will benefit all children in her care. Parents and children are involved in the self-evaluation process. This means that parent's knowledge is effectively utilised in improving the provision. The childminder has a good commitment to professional development and accesses relevant training to improve her knowledge and skills. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder is knowledgeable about the Early Years Foundation Stage and uses this to observe and plan for children's learning. Children's next steps and interests are identified ensuring children are presented with challenges which extend their learning. Steady progress towards the early learning goals is tracked through learning records. The childminder works hard to engage children in activities. She participates with enthusiasm and encourages all of the children to join in. A good balance of adult and child-led activities, ensure children enjoy a variety of learning experiences. The use of community resources, such as the local shops and the museum, extend the children's learning experiences very well. The outside area gives children opportunities to enjoy play in the fresh air whilst learning to risk assess for themselves. Good use of space ensures children are provided with quiet areas for rest and sleep, which meet their individual needs and

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and outcomes for children

The children in the setting feel safe. Effective settling-in procedures, which meet individual children's needs are in place. Children are happy and have positive relationships with their peers. Close relationships with the childminder demonstrate secure attachments. Children clearly enjoy their activities as they are animated and display high levels of concentration. The childminder has effective hygiene routines in place which means children are developing a good understanding of personal hygiene. Children have healthy choices at snack and meal times. However, they are not involved in the preparation of snack and meals. This means that their understanding of why food is used and prepared to facilitate a healthy diet is not fully promoted. Drinking water is readily available, ensuring children are well hydrated. Children develop good skills for the future because the childminder is a positive role model. They are well behaved as modelled behaviour helps them to

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and outcomes for children

understand why they should include each other in their play and be kind to each other. Clear boundaries are set, helping children to develop a comprehensive understanding of right and wrong. Children are valued as individuals and efficient levels of support ensure all children make consistent progress in their learning.

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and outcomes for children

Children make purposeful progress in communication, language and literacy because the childminder engages them in stimulating activities. Stories, interactive resources and conversation, develop children's understanding of spoken and written language. Children develop a good knowledge of mathematical and scientific concepts, such as shape, size and measure, through activities and the use of everyday language. Children's skills in critical thinking are promoted because the childminder asks questions and gives them prompts to help them solve problems and make decisions. For example, helping children to solve clues and puzzles in their computer game. Children are very well supported in facing challenges through the use of effective praise. This helps them to build self-esteem and gain the confidence to stretch their skills to new levels. 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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