Thorpe, Andrea Teresa

Inspection report for early years provision

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Unique reference number EY416264 Inspection date 06/06/2012 Inspector Lynn Clements

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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 2010. She lives with her partner and three children in a residential area in Chelmsford, Essex. All areas of the childminder's house, except for the study, are used for childminding. There is a fully enclosed garden available for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years, of whom, two may be in the early years age group and of whom, one may be under one year old at any one time. She is also registered to work with an assistant. The childminder is currently caring for four children, two of whom are in the early years age group. The provision is registered by Ofsted on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. 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

A good knowledge of each child enables the childminder to promote their welfare and learning very well. Children enjoy learning about the world around them in this safe and secure family home. Partnerships with parents are excellent and significant in making sure that the needs of all children are met, along with any additional support needs. Partnerships with the local primary and pre-school are good. This attention to working with others means that children progress well, given their age, ability and starting points. Regular self-evaluation by the childminder helps her to identify priorities for development and respond to the needs of service users, resulting in provision that is continuously improving.

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further?

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

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further?

 re-appraise the risk assessments to make sure they cover everything with which a child may come into contact, this refers in particular to the climbing frame and raised play house  develop further the current system of working in partnership with other settings that the children attend to ensure that each child's identified next steps for learning are addressed consistently.

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the early years provision

The childminder has attended relevant safeguarding training and has devised clear written procedures, which are shared with parents and carers and implemented in practice. The childminder understands the importance of following these procedures if she has a child protection concern. This enables her to protect This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children's welfare. There are a range of inclusive policies and procedures, which are implemented consistently to support the smooth daily management of the setting and promote positive outcomes for children. The childminder and her partner have completed Criminal Record Bureau checks, along with the childminder's assistants. She understands the importance of never leaving children with adults whose suitability has not been cleared. A visitor record is maintained and this enables the childminder to safely account for all persons to her home. All

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the early years provision

records required by legislation are in place and updated as necessary. Risk assessments are regularly undertaken, in order to minimise potential hazards to children. However, these do not clearly include all potential risks, for example, how children are supervised and kept safe while using the climbing frame or raised play-house.

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the early years provision

The childminder has attended relevant training and takes her professional development seriously to ensure that her knowledge and understanding about early years remains up-to-date. Training, includes paediatric first aid, safeguarding and training courses relating to the Early Years Foundation Stage. Furniture, equipment and resources are of a very good quality and suitable for the ages of children to support their learning and development. The environment is beneficial to learning, safe and well managed. The childminder takes well-considered steps to ensure that the resources and environment are fully sustainable. For example, developing a vegetable garden and helping the children to learn about simple sustainability, re-cycling and growth.

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the early years provision

The childminder promotes equality of opportunity, making sure that the children in her care are well integrated. She also uses assessment for learning to identify gaps in children's achievements and plans activities to help them learn and progress. There is no bias in her practice, in relation to gender, race or disability and as a result, she is effective in helping children to learn about and understand the society in which they live. The childminder has developed a cohesive approach to working with other settings the children attend, for instance, sharing activity plans. However, less information is shared, in relation to children's identified next steps for learning. As a result, this impacts on both parties ability to consistently build on what children know and can do and ensure that teaching and learning is targeted and fully effective.

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the early years provision

Relationships with parents and carers are excellent. Parents report feeling comfortable and impressed with the wide range of exciting learning opportunities their children enjoy. They find the childminder approachable and flexible and would highly recommend her to others. Daily learning journals are shared, along with folders of children's creations and photographs of their achievements and the fun they have. Observations are shared from home, helping the childminder to learn about the whole child and plan future learning to include their interests and skills. Daily discussions, emails and quarterly newsletters, along with regular questionnaires make sure that parents and carers are fully included in the life of the setting. Their views and ideas are taken seriously and implemented to bring about positive and progressive change. Self-evaluation is undertaken, helping the childminder to identify strengths and areas for further improvement. This facilitates

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the early years provision

progress and development across her setting. 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 has a good understanding about how young children learn through play and free-flow investigation. She uses assessment for learning to observe what the children enjoy and can do, then identifies how to help them extend and develop towards the early learning goals. This approach also enables the children to embed skills for future learning. There is a good balance of child- initiated and adult-led learning opportunities, which shape the children's imagination and encourages their participation. The childminder supports the development of shared thinking by offering encouragement, clarifying ideas and asking open questions to support and extend children's thinking and helps them to make connections in their learning. Children clearly enjoy attending, offering their ideas and responding to challenges with enthusiasm.

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and outcomes for children

Children show good levels of independence, curiosity, imagination and concentration. For example, while they examine and discuss the eating habits of a slug, which they had located in the garden, they talk about what it might feel like and where it lives. They also think about where to place it to keep it safe and have great fun deciding what it prefers to eat, settling on ants rather than burgers and chips. Children explore shape and movement as they blow bubbles and watch them fly high above the garden or chase them across the lawn. They explore textures, such as paints. They use brushes and their hands to apply paint to paper and talk about what they are doing and how it feels. Children play in harmony together, helping each other or sharing their ideas to develop small world and role play games. They are good communicators, sharing their thoughts about where the plane flying overhead might be going. The childminder encourages more ideas

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and outcomes for children

to flow, introducing the subject of where the children are going for their holidays. They then begin thinking about where different animals may live, such as penguins and sharks, demonstrating that they are beginning to understand how conversations work, taking turns and listening to each other. Children demonstrate key skills, such as counting in sequence as they work out how many raisins they have on their plates. They enjoy more strenuous activities, negotiating space well as they use wheeled toys, such as scooters. They show that they can move safely, avoiding each other and obstacles. The childminder supports them in gaining an understanding about the importance of regular exercise as part of maintaining a healthy lifestyle.

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and outcomes for children

Children learn to keep themselves safe when out and about, for instance, using road safety and listening to the childminder. They take part in emergency evacuation drills in the childminder's home, helping them to learn about the importance of staying safe in the event of a fire. Children show a good understanding about the importance of following effective hygiene routines. In addition to washing their hands after using the toilet and before meals, they also know to wash their hands after handling mini beasts in the garden. Children enjoy social snack and meals times. The childminder provides a range of healthy options, enabling the children to taste and try different food within this supportive environment. 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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