Parker, Gaynor Lorraine

Inspection report for early years provision

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Unique reference number EY414763 Inspection date 23/05/2012 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 registered in 2010. She lives with her partner and three children ages 11, eight and three years old in Glenfield, Leicester. The whole of the childminder's home, with the exception of the downstairs toilet is used for childminding purposes. There is an enclosed garden available for outside 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 may care for no more than four children under eight years; of these, not more than two may be in the early years age group and of these, not more than one may be under one year old at any one time. She is currently minding three children in the early years age range. The childminder is also registered to offer overnight care.

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Description of the childminding

The childminder walks to local schools to take and collect children. She is a member of the National Childminding Association and she also attends local toddler groups. The family has a pet dog.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

A welcoming, homely and inclusive environment is provided in which all children make satisfactory progress towards the early learning goals. The childminder is observing the children's interests, but does not plan for their next steps. Also there are limited activities to help children learn about different cultures and beliefs. All required policies and procedures are in place and generally reflect a safe and healthy practice at the home. The childminder has built up a sound two-way partnership with parents and made good contact with other professionals to ensure continued support for all children. The childminder has started to monitor her practice; but she is not using self-evaluation to effectively inform future improvement to support the outcomes for children.

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further?

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

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further?

 review hand drying procedures to prevent the dangers of cross-infection and to improve children's personal and hygiene care  use observations and assessments to identify children's individual learning priorities and use these to plan experiences, which are appropriate to children's development as they progress towards the early learning goals  develop activities to enable children to begin to know about their own cultures and beliefs and those of others  use self-evaluation to identify the setting's strengths and priorities for development, in order to improve the quality of provision for all children. 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 protected appropriately because the childminder has a sound knowledge of safeguarding procedures. She has a reasonable understanding of the Local Safeguarding Children Board's procedures and has a suitable awareness of the signs and symptoms of child abuse. Adequate steps are taken to reduce the risk of cross-infection and there are procedures in place to encourage children's hygiene some of the time. However, children use one common towel to dry their hands and this could cause cross-infection. The childminder carries out safety checks of her home to ensure children's safety. She conducts risk assessments to identify and minimise any hazards within the home and ensure children's safety when on outings. Documentation is appropriate and suitably organised. For example, the childminder maintains records for accidents, medication and each child's daily attendance. Children's records are clear, up-to-date, easily accessible

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the early years provision

and stored securely to ensure confidentiality is maintained.

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the early years provision

The childminder organises her routine to ensure that all children receive sufficient attention to support their individual needs. The environment is welcoming and organised, with the rear room being where the children mostly play. There are a range of toys and resources that children can access. These are safe for them to use. Also there is space for children to play comfortably and enjoy their day. She provides a service that is inclusive for all children and their families to ensure that children get the support they need to make satisfactory progress. The childminder has begun to evaluate her practice and started to develop a system to monitor and evaluate the provision. However, this monitoring system is not yet fully operational and therefore, does not have an impact on the children's outcomes.

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the early years provision

Partnerships with parents are strong, as the childminder values their contributions and keeps them very well informed about all aspects of their child's development and achievements. This significantly contributes to the care and well-being of the children. During introductory visits, the childminder uses both discussion with parents and observations to help her assess a child's 'starting points'. She shares information with parents on a daily basis, both verbally and in children's daily diaries. Children's development folders are shared with parents and these include their work, photographs and observations. Parents are invited to comment on their child's learning. The childminder takes and collects children from school and playgroup and ensures that relevant information is relayed back to parents. She has built effective partnerships with the local school staff to promote continuity for the children's learning and development. The childminder has produced a

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the early years provision

communication booklet, which links to the activities the children have been doing. She also liaises efficiently with other childcare professionals to help develop her further understanding of childcare issues. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are happy and settled in the childminder's care and feel valued and included. The childminder expands children's learning by talking to them about what they are doing and encouraging them to solve problems for themselves, such as building towers out of block bricks. Children put the bricks on one at a time and the childminder uses early mathematical language, such as, 'how many now?' and 'one more' as they build the tower. Children giggle and smile as the tower falls down and they repeat the activity. The childminder observes and assesses the children and keeps a record of this in their learning journey records. However, she does not fully use these observations and assessments to plan for the children's individual learning priorities. This means that the children are not reaching their full learning potential. Consequently, they make satisfactory progress towards the early learning goals. The childminder knows the children's interests and supports

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and outcomes for children

this in their play and plans adult-led activities to focus on children's interests. For example, children explore and investigate the daisies and forget-me-knot flowers in the garden. They feel and smell the flowers and this inquisitive learning is further developed as they search for bugs and find a 'lady bird'. Through such activities children learn to express their creativity and become active learners.

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and outcomes for children

The childminder understands the importance of recognising and praising children's achievements to help develop appropriate levels of self-esteem. Children learn to share toys and cooperate with others. They behave well because there are clear boundaries for their behaviour. Children are encouraged to be independent, as they help themselves to toys. They are developing a sound understanding of how to deal with their own personal needs. They benefit from the childminder's effective support for healthy eating and have the opportunity to choose fruit for snack. They enjoy a healthy lunch of, for example, home-made pasta and yoghurt and help themselves to their water bottles throughout the day. Children are developing their awareness of how to be safe and healthy. They move with confidence around the rooms. The childminder supports children to recognise and value their own differences by providing books. However, there are limited

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and outcomes for children

resources or planned activities to learn about their cultures and beliefs and those of others. Children have good opportunities to be active and to enhance their physical development because the childminder places high priority on outside play. Children have daily access to the garden and enjoy climbing and balancing and riding sit-and-ride toys. She also takes the children to the local park to explore larger physical equipment.

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and outcomes for children

The childminder understands how to involve herself in children's play to support and promote most of their learning. She interacts positively, joining in and talking with them to extend their fun and concentration. Children's language is extended as they look at books and early writing skills as they make marks using a variety of media, such as chalking and drawing. Children develop an understanding of mathematical concepts through daily routines and play. Their early problem solving skills are further encouraged through resources, such as, shape sorters and singing nursery rhymes. Children have opportunities to develop their technology as they play with electronic toys and games. For instance, the pop-up toys and electronic This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 sound games. These activities support their development and learning in information and communication technology, which promotes their skills for the

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and outcomes for children

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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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