Candeland, Julie Anne

Inspection report for early years provision

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Unique reference number EY432669 Inspection date 19/06/2012 Inspector Margaret Mellor

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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 child aged two years in Bebington, Merseyside. The whole of the ground floor and two bedrooms of the childminder's home are used for childminding. Accessibility to the premises is via two steps to the front door. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, of whom, no more than two may be in the early years age range. There is currently one child attending who is within the Early Years Foundation Stage and attends on a part-time basis. The childminder also offers overnight care, and care to children aged over five years to 18 years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder has a qualification in nursery nursing. She receives support from the local authority and networks with other local childminders.

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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 happy in this caring environment that positively promotes diversity, good behaviour and independence. A meaningful partnership with parents ensures an inclusive atmosphere where each child's uniqueness is routinely met. Well-developed knowledge aids the childminder in planning enjoyable activities and children make good progress in their learning. Good emphasis is given to the promotion of children's welfare, and partnerships in the wider context are evolving in this new provision. The planning for future improvement, including the processes of self-evaluation, is mostly good.

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further?

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

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further?

 strengthen partnership with parents regard involving them in their child's learning and development  develop further a culture of self-evaluation that will involve parents and continually look for ways to maintain continuous quality improvement.

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the early years provision

Children's safety and welfare is promoted well within the provision. All documentation required for the safe management of the provision is maintained. The childminder has accessed safeguarding training and is secure in her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 knowledge of the procedures that protect children from harm or neglect. Regular risk assessments of the home and for outings, ensure that risks are managed effectively. The childminder has a valid first aid certificate and there are effective systems for recording accidents and medication. Children are also protected from cross-infection because the childminder has accessed food safety training, is registered with environmental health and follows good hygiene practices. Children's welfare is further enhanced through nutritious meals along with good opportunities for fresh air and exercise.

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the early years provision

The childminders portfolio provides parents with good quality information about the policies, procedures and child care in general. Settling-in sessions are offered and discussions with parents aid the sharing of information when children first attend. Therefore, children's individual needs are respected and they make good progress in relation to their starting points. A daily diary and feedback at going home time keeps parents well informed about their child's welfare, achievements and progress. Children also benefit because the childminder is aware of her responsibility to liaise with other provisions they attend and external agencies to ensure an inclusive environment. However, engaging parents in children's on-going learning that supports continuity and progression across environments, is not yet fully embedded in practice.

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the early years provision

Children enjoy a suitable learning environment through good use of the space and resources. Children thoroughly enjoy their play and become independent while developing a positive attitude towards learning, because resources are easily accessible. The childminder is also committed to the provision of good quality sustainability resources, and promoting better outcomes for children. Experience as a nursery nurse and training has helped the childminder to quickly embrace the Early Years Foundation Stage. This has had a positive impact on the overall quality of the provision. Plans for future development are mostly well targeted and include implementing revisions to the foundation stage. Monitoring of the provision is evolving through reflective practice, engaging with children and sharing good practice with other local childminders. The childminder recognises that parents' views are not sought, and the process for maintaining continuous quality

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the early years provision

improvement is in its early stages. Therefore, effective self-evaluation is sometimes impeded.

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and outcomes for children

Children make good progress across all areas of learning because the childminder supports them appropriately and the good quality resources meet all their needs. Therefore, children participate in purposeful play and exploration. A wide variety of child-initiated activities means that they are thoroughly engaged in their play. Activities planned by the childminder, such as, baking or visits to the farm are enjoyed by all. The childminder is also very skilled at enhancing children's interests. Adding books to small world play is supporting young children's fascination in animals and stimulating their early communication skills. As a result, they confidently name the pig and imitate the noise it makes. Children have a learning journal and sensitive observations completed by the childminder are used This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 effectively to assess and plan for their next steps in learning. Therefore, children

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and outcomes for children

make good progression towards the early learning goals.

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and outcomes for children

Young children immerse themselves in fantasy play when feeding the dolls and this helps them to make sense of the world. They problem solve with confidence as they post different shapes into boxes and have fun drawing with chunky crayons. During play, the childminder's consistent repetition of colours and number is supporting children's next steps in mathematical learning. Therefore, they can find the yellow bus and imitate number when counting the blocks. Children relish exploring a variety of things, such as, the texture of pineapple or sound through music and show obvious enjoyment when looking at books. This challenges children's senses, imagination and creativity. Young children become aware of technology as they press buttons to operate toys, also promoting future skills.

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and outcomes for children

All children are included and enjoy a warm relationship with the childminder who is very attentive. Consistent care and a kind word of praise helps them to have a good feeling of safety. A stimulating display of the strawberry paintings values children's contribution to the welcoming environment. This further boosts self- esteem, evident in children's happiness, confidence and strong sense of well-being. On walks, the childminder teaches children to wait for the green man before crossing roads. This effectively supports their awareness of how to stay safe. Young children are also helped to understand about others' cultures. A welcome poster is displayed in different languages and they make lanterns for Chinese New Year. Joining in play with children from other ethnic backgrounds at toddler group, further aids children's understanding and embraces differences.

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and outcomes for children

Children are well-behaved and thoughtful because the childminder is a good role model for their behaviour. They learn to share toys and help to tidy them away. Children thrive in this homely environment and become aware of good personal hygiene through established hand washing routines. Home cooking, fresh fruit as snack and posters, helps children to make healthy choices about what they eat. Indoors, there is plenty of space for children to be restful or exuberant in their play and great fun is had when moving to music. In the garden, they enjoy a variety of safe challenges on the activity cube and respond with gusto when jumping like a rabbit on the trampoline. These activities promote children's physical skills and further contribute to their learning of how to lead a healthy lifestyle. 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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