Helm, Elaine

Inspection report for early years provision

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Unique reference number EY440212 Inspection date 28/06/2012 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 husband and two adult children in Ashton-on-Ribble, Preston. The whole of the ground floor and a first floor bathroom are used for childminding. There is an enclosed section of the garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has a dog and a parrot as pets.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently four children attending in this age group. Children attend on a full- and part-time basis. The childminder also offers care to children over five to 11 years. There are currently no children attending in this age group. The childminder 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 satisfactory.

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The overall effectiveness of the early years provision

The childminder thoughtfully organises her home to be inclusive, accessible and safe and makes increasing use of resources to provide a suitable learning environment. Children's unique needs are soundly met and they make steady progress in their learning and development. The childminder is taking beneficial steps to develop many aspects of her service and has a sound capacity to make continuous improvement. Record keeping systems are generally well kept and some useful systems to support and extend children's learning are in the early stages of implementation. Partnerships with parents and other providers are beginning to support children's continued learning and development.

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further?

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

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further?

 develop systems to identify children's starting points; and use observations of children's learning to identify learning priorities and to plan relevant learning experiences  extend opportunities for children to write for different purposes, for example, increase the range and availability of mark making resources for role play  improve the two-way sharing of information to ensure parents are fully informed about the statements regarding the seeking of any necessary emergency medical advice and treatment before signing them  provide opportunities in children's free play to help them understand that people have different views, cultures and beliefs, that need to be treated with respect. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has a sound knowledge of the possible indicators of abuse or neglect and how to liaise with appropriate agencies. Her written safeguarding procedures are workable and in line with those of the Local Safeguarding Children Board. All the required record keeping systems are in place and the childminder obtains all the required information from parents before caring for each child. This includes written consent for the seeking of emergency medical advice and treatment . However, it is not clear that some parents understand what they have signed as some parents have signed three differing statements. The childminder provides a learning environment that is suitably organised to be inclusive, accessible and safe. She completes daily visual checks to make sure that identified hazards are minimised and her main risk assessment is generally clear. The childminder holds a valid first aid certificate, which means she is competent to take

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the early years provision

appropriate action in the event of an accident.

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the early years provision

Written policies and procedures effectively contribute to the management of the setting and are given to parents for information. The childminder is open to the views of parents but does not yet actively seek them. She is beginning to liaise with other childminders and is keen to take on board any suggestions for improvement. The childminder sets some reasonable steps for improvement and is beginning to improve outcomes for children. She provides children with independent access to a varied range of accessible toys, of suitable challenge for those present. Written information and photographs show children enjoy a broad range of planned activities over time. However, the childminder does not make full use of free play activities to promote all aspects of children's learning. Resources to promote children's awareness of diversity and to initiate their own mark making are not readily available or included in role play situations. This limits children's

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the early years provision

opportunities to recognise differences in others and to write for a purpose.

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the early years provision

Each day, the childminder and parents verbally exchange useful information. This provides the childminder with a good awareness of children's backgrounds and care needs. As yet, there is little information available to keep parents well informed about their child's achievements or to agree next steps for development. This is understandable due to the short length of time the childminder has been minding and the part-time nature of the children's attendance. The childminder has a developing knowledge of the learning and development requirements and guidance for the Early Years Foundation Stage. She is beginning to refer to them in order to monitor children's progress. The childminder understands the benefits of working in partnership with providers of other settings involved with individual children. She has taken steps to liaise with another setting and received some valuable information, which she is beginning to utilise to ensure progression and

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the early years provision

continuity of children's learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children's understanding of health and hygiene is suitably promoted through discussion and daily routines. For example, they wash their hands before eating and maintain a healthy lifestyle through regular exercise. When not at a group activity, children flow freely from the home to a secure garden, which enables them to experience some outdoor learning. They develop good coordination as they practise climbing skills on equipment at the park and at the soft play centre. They walk through the wild bird centre and hand feed the ducks, which also increases their knowledge and understanding of the world. Children's care needs are well met in accordance with their own routines. Organised practices help young children become secure and confident at the childminder's home. Toddlers demonstrate they feel safe as they happily explore the toys around them. They behave well, reassured by the childminder's attention and support. They are

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and outcomes for children

beginning to learn about safety issues as they play, and as they listen to stories about a television and book character who is a fire fighter. During the story, they count seven candles on a picture of a birthday cake, which enables them to also practise their counting skills.

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and outcomes for children

Children develop sound communication and language skills as they chat with the childminder and share books together. Children enjoy some planned opportunities to develop early writing skills. For example, they draw and paint on paper and use brushes and soapy water on the garden fence. Children play imaginatively and show their understanding of the world in the role play kitchen with pretend foods. They demonstrate a keen interest in technology as they push buttons to activate sounds on toys and develop their musical creativity as they walk on the musical mat. Their awareness of their own culture and those of others is steadily being raised according to calendar events. For example, children enjoy card making and craft activities for Saint Patrick's Day, Easter and the Queen's Diamond Jubilee. Children socialise with others at toddler groups and display learning and social skills that will soundly equip them for the future. Children's starting points and

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and outcomes for children

capabilities are not yet clear, which hinders the childminder's ability to identify and effectively plan for their next steps in learning. However, the childminder plays alongside the children and interacts well with appropriate questioning to promote some aspects of their learning. 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 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 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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