Henry, Claire Jayne

Inspection report for early years provision

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Unique reference number EY439121 Inspection date 11/05/2012 Inspector Susan Marriott

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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 their two children aged three years and 17 months in a house in Wixams, near Bedford. The downstairs areas of the house may be used for childminding and there is a safely- enclosed garden for outdoor play. Toilet facilities are available on the ground floor.

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Description of the childminding

The childminder is registered on the Early Years Register to care for a maximum of four children under eight years, of whom no more than one may be in the early years age range. She is also registered on the compulsory part. The childminder is currently caring for one child in the early years age range and one child in the older age range on a part-time basis. The childminder is a member of the National Childminding Association.

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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

Young children are clearly very happy in the warm and responsive care of this newly established childminder. She quickly builds positive relationships with the children in her care and this enables her to meet their welfare, learning, developmental and individual needs with good levels of success. The childminder works closely with parents and other childcare providers to secure continuity of care and makes generally effective use of the Early Years Foundation Stage framework and guidance to inform her inclusive childcare practice. The childminder shows good capacity for continuous improvement through her initial reflections on her practice.

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further?

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

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further?

 develop planning, assessment and learning priorities to fully secure children's good progress towards the early learning goals, for example through the increased use of the criteria in the Practice Guidance for the Early Years Foundation Stage.

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the early years provision

This childminder safeguards children effectively and promotes all aspects of their welfare to a good standard. She clearly understands her responsibility to protect children from harm. The childminder and her husband hold appropriate clearances. Comprehensive risk assessment is in place and effective action is taken to manage or eliminate risks for children. She ensures that her home is kept secure, keeps a visitor record and ensures that children develop their understanding of staying safe through practising the fire drill on a regular basis. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children are cared for in a comfortable, secure environment. Resources are well organised in the playroom, in good condition and available for children to select independently. Her good understanding of anti-discrimination enables her to provide a service which is inclusive for all children and their families. She

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the early years provision

encourages children to recognise differences and ensures that all ages are fully included in all activities on offer. The childminder has a clear understanding of the importance of working closely with parents and with professionals to provide a good level of support for children who have special educational needs and/or disabilities.

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the early years provision

The childminder has a secure understanding of the importance of partnership working to support children's continuity of care and transitions, and has already established working relationships with staff at school, pre-school and another childminder sharing care of the children. Relationships with parents and carers are good and the childminder shares useful information with them, both verbal and written. For example, she emails her weekly observations to the parents, keeping them informed about their child's progress and activities. Parents provide written testimonials to confirm that they are happy with the provision, praising many aspects of the service. They especially commend settling in, the food and behaviour management.

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the early years provision

The childminder keeps a childminding diary to help her to reflect on her developing practice. Since starting to childmind, she has changed her school pick up and drop off procedure, securing a place to park which does not involve crossing the road with several young children. She now makes better use of her slow cooker to free up time for play with the children. The childminder takes personal responsibility for updating her knowledge through attendance at training courses, using the internet to support her research and to improve outcomes for children.

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and outcomes for children

The childminder has only short periods of time with the current minded children because of the limited hours between various school and pre-school journeys. She ensures that she has plenty of different activities to offer which complement those provided at pre-school. For example, she includes some time outside in the garden to ensure that children get plenty of fresh air and exercise. She is also aware that the children's pre-school has a lovely outdoor area which supports the development of the children's physical skills. The childminder gives children her total attention and support. Her highly positive interaction promotes children's developing lanaguage and social relationships. For example, the childminder constantly chats to the children who are engaged in a sticking activity in the playroom. Children sustain their concentration for a good length of time, discussing the different textures of the craft resources provided. They share the resources

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and outcomes for children

and talk to one another about events in their lives.

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and outcomes for children

Children practise their counting skills and recognise words on flashcards displayed around the playroom in preparation for going to school. The childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 encourages them to sound out the individual letters and build words that are unfamiliar, challenging them to find words which match and 'look the same'. Children ask to play a lively game where hippos eat marbles and there is much laughter and merriment. Children choose to go into the garden to bounce on the trampoline. They count up to sixty with the childminder as they jump, they run about and kick balls and generally expend their energy. Children are encouraged to develop the habits and behaviour appropriate to good learners, their own needs, and those of others because the childminder manages any challenging behaviour very well. When disputes break out, the childminder intervenes with a firm sense

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and outcomes for children

of fair play which effectively supports them to resolve the squabble. Children enjoy an early lunch because the childminder likes to allow enough time for them to eat in a relaxed manner before getting ready to go to pre-school for the afternoon. They make choices about their sandwich fillings and talk about the health benefits of blueberries and strawberries.

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and outcomes for children

The childminder uses her observations, assessment and play planning for individual children to guide her planning for daily and weekly activities to ensure that all children's learning and care is tailored to their individual needs and interests. She carefully evaluates each child in her care, considering their individual needs and interests, stage of development and abilities. She then uses this information to help plan challenging and enjoyable experiences across all areas of learning and development in order to help develop their future skills. Observations are shared with parents via weekly email and include a photograph of the child engaged in an activity with notes and links to the six areas of learning. However, children are new to the childminding setting and their records are not yet sufficiently established to fully secure children's progress. The 'Learning Journeys' are not currently linked closely to the criteria in the Practice Guidance for the Early

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and outcomes for children

Children are kept safe from harm. For example, the childminder demonstrates her good awareness of differing developmental stages because she keeps the marbles to a popular game separately in the kitchen to prevent the choking hazard for younger children. They learn to keep themselves safe through practising road safety and fire drills. Children's welfare is enhanced because steps are taken by the childminder to promote children's good health and well-being, including infection prevention and good arrangements for dealing with sick children, accidents and medication. Children begin to learn the importance of personal hygiene through good daily routines. Children respond to the expectations of the childminder for good behaviour and develop good skills 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 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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