Culleton, Selina Clare

Inspection report for early years provision

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Unique reference number EY436854 Inspection date 31/05/2012 Inspector Lynne Naylor

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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 partner and two children aged four years and 19 months in Kirkby, Liverpool. The whole ground floor of the house is used for childminding and the rear garden is available for outdoor play. The childminder walks or drives to toddler groups and is able to take and collect children from local schools. The family has two guinea pigs.

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Description of the childminding

The childminder is registered to care for a maximum of three children under eight years at any one time, of whom no more than one may be in the early years age range. There are currently three children attending who are within the Early Years Foundation Stage. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She holds Qualified Teacher Status and receives support from the local authority.

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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 cared for in a home that is organised to be inclusive, accessible and safe. The childminder effectively meets children's unique needs, supported by good verbal communication with parents. Children make good progress in their learning and development. However, partnerships with parents and other providers are not purposefully used to support children's continued learning and development. The childminder constantly reflects on her practice and takes effective steps to improve her service. She demonstrates a good capacity to maintain continuous improvement.

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further?

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

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further?

 build on the partnership with parents to extend the ways they can contribute their views about the childcare service and children's learning  liaise with other providers delivering the Early Years Foundation Stage for a child or group of children to ensure progression and continuity of learning and care.

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the early years provision

The childminder understands and follows clear written child protection policies that are in line with Local Safeguarding Children Board procedures. She holds a valid first aid certificate, which enables her to safeguard children's health in an emergency. Records of risk assessment, children's attendance, accidents and medicine administrations are well maintained. These records help keep children safe, protected and supported. All adults who live in the house have undergone This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 appropriate clearance procedures which help to maintain children's safety.

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the early years provision

Children play in an area which is attractively set up with high quality, accessible resources. It is made welcoming with children's artwork, good quality posters and photographs on the walls. Every day children experience some fresh air, sometimes in the garden but often at the park or on walks in the local area. Currently, outdoor learning experiences mainly promote their physical development. Since registration, the childminder has made rapid progress to develop a good service. This is because she has a very good knowledge of the Early Years Foundation Stage learning and development requirements. She observes and accurately assesses each child's progress. She sets targets for children's learning based on her good knowledge of their interests and assessments of their abilities. Consequently, outcomes for children are good. However, she does not maximise on what parents know about their child's learning

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the early years provision

Parents access good quality information about the setting through informative policies, daily verbal exchanges and displayed notices. Each month parents receive a sheet of photographs of their child engaged in activities and a brief newsletter to inform them of the following month's activities. The childminder reflects on her practice and evaluates her setting against robust criteria to successfully improve outcomes for children. She is open to any views expressed by parents; however, she does not yet actively seek them. The childminder understands the benefits of working in partnership with other settings delivering the Early Years Foundation Stage to ensure progression and continuity for individual children. However, the partnerships with the other settings that children attend are in the early stages of development and do not yet support children's learning.

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and outcomes for children

Children effectively learn about hygiene and safety issues through routines, stories and planned experiences. For example, they talk about health and hygiene as they role play with the doctor's set. They talk about healthy eating while they try new foods and receive a certificate, which encourages them to try more. Their nutritional needs are well met as they sit at the table to eat a healthy snack, such as grapes and strawberries with breadsticks. Some adult-led activities, such as planting and caring for carrots and beans, successfully widen their awareness of where food comes from. They grow parsley and feed it to the guinea pigs. Helping to care for the guinea pigs teaches them about the needs of animals, which they compare to their own needs. They enjoy many opportunities to learn how to use tools safely, for example, when baking and enjoying craft activities. Children learn to safely evacuate a building in an emergency as they practise this regularly. They

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and outcomes for children

acquire safe pavement skills when on outings. Children maintain a healthy lifestyle through regular exercise at a toddler aerobics class and develop good coordination as they practise climbing skills on equipment at the local park and soft play centre.

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and outcomes for children

Children make good progress towards the early learning goals in all areas of learning through enjoyable first-hand experiences. This is because the childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 plans and provides themed activities that are linked to promote children's learning. These plans successfully incorporate a cultural or national event, such as the Queen's Jubilee. For example, children refine their listening skills as the childminder reads a story about a television character pig meeting The Queen. They use their technological skills to search for pictures of the Royal family on the internet. They develop their creativity as they make a crown and a Union Jack using paint and collage materials. They extend their numeracy skills as they weigh ingredients to make cupcakes. They develop physical skills as they play 'pin the tail on the corgi'. Children effectively learn through play and meaningful activities with

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and outcomes for children

effective support from the childminder. Children play imaginatively in the play kitchen and with the train set, wooden buildings, toy cars and small world figures. Children demonstrate growing literacy skills as they look at books and draw and write with a range of pens and pencils. Children's awareness of their own cultures and festivals is frequently raised as they enjoy planned activities. For example, they make pancakes for Shrove Tuesday and listen to carnival music and dance with instruments for Mardi Gras. 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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