Roylance, Marion

Inspection date

Previous inspection date 18/06/2013 28/02/2012

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early years provision

This inspection: 3 Previous inspection: Not Met How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are settled and behave well as the childminder is kind, attentive and caring.  Children are kept safe as the childminder understands her responsibilities to provide a safe and stimulating environment.

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It is not yet good because

 The childminder has not informed Ofsted of changes to her surname.  The childminder has not fully updated her knowledge of the learning and development requirements so that activities can be precisely planned to ensure children are fully supported and make the best possible progress.  Children's starting points are not yet clearly defined in cooperation with parents so that future learning opportunities can be accurately planned for.  Opportunities to explore simple mathematical concepts, such as quantity and counting, are not exploited fully.  Children are not made aware of the need for good hygiene as part of learning to keep themselves healthy.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed the childminder engaged in a number of learning activities with the children.  The inspector reviewed a number of relevant documents with the childminder.  The inspector held discussions with the childminder.  The inspector toured the premises.

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Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with one adult child and one child aged two years in Warrington. The whole of the house is used for childminding and there is a fully enclosed garden for outside play. The family has a dog.

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Information about the setting

There is currently one child on roll within the early years age range. The childminder is able to collect children from the local school and she receives support from the local authority. She holds a relevant early years qualification at level 3.

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must:

 review and update knowledge and understanding of the learning and development requirements and guidance documents, such as Development matters in the Early Years Foundation Stage, in order to plan a more effective educational programme that will support children in making good progress towards the early learning goals

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must:

 develop a more accurate system for gaining information about children's individual developmental starting points and learning needs when they first start at the setting, in order to plan appropriate learning experiences that build on what children already know and can do.

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To further improve the quality of the early years provision the provider should:

 provide more opportunities for children to develop the concepts of counting and quantity in order to ensure children can make comparisons between quantities of objects, such as crayons or toys

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To further improve the quality of the early years provision the provider should:

 further develop hygiene routines to ensure children gain an understanding of why this is important in keeping themselves healthy.

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who attend

Children are free to choose from a generally wide range of interesting, appropriate resources in the bright, clean and safe play areas available to them. The childminder has a secure knowledge of how children learn and supports them well across most areas of learning and development. She holds an appropriate childcare qualification and has experience in supporting children's learning. However, she has only recently returned to minding following maternity leave and has not yet fully updated her knowledge in relation to the learning and development requirements. As a result, some plans for supporting children's progress are not in line with current guidance, such as Development matters in the Early Years Foundation Stage. Nevertheless, children are active learners who enjoy close support from the childminder and are developing the key skills they need in readiness for school.

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who attend

Children are encouraged to access books, sing songs and rhymes, play on outdoor equipment and make marks with chalks and crayons, both indoors and out. This means that children are developing physical coordination, are encouraged to communicate and are also learning that the marks they make and see in books have meaning. Children are given lots of opportunities to recognise the numbers they see around them. For example, they identify numbers on houses, a bus and a chalk board. However, the childminder sometimes overlooks opportunities to extend this learning further by linking numbers to the concept of quantity. For example, children can identify numbers from one to ten, but cannot always relate these to a number of objects, such as counting out three crayons.

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who attend

The childminder plans activities according to children's individual interests. She responds to requests from the children and listens to what they like to do and how they are feeling. However, information gained from parents when children first start attending does not always include detailed information about their current stage of development and what they can already do. This prevents the childminder from having accurate and early information that she can use to plan to move children forward with their learning. Children can freely access space and resources and, therefore, develop their independence skills. They explore in the garden and particularly enjoy a see-saw game, to which the childminder introduces a rhyme that the children attempt to sing along with. This helps to support children's speech and language development, while helping children learn new physical skills. The childminder is skilful in her interactions with children and responds well

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who attend

to their ideas by using these to extend the learning. For example, a drawing activity is used to help the children identify colours shapes and positional language, such as up and down, as well helping children developing the hand and finger control they need for writing.

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who attend

Children are regularly observed as they play and there are sound methods for assessing their progress and identifying areas where a child might need extra support. For example, the childminder recognises when children need help to develop their language skills and provides lots of opportunities for them to learn and repeat new words, practise holding conversations on toy telephones and sing songs. She also introduces lots of sounds to the youngest children, such as making a 'weeee' sound that children copy as they come down the slide. Story times are enjoyed together, and the childminder discusses what children see in the pictures and uses changes in her voice to keep them interested.

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who attend

Relationships with parents are secure. Chats at arrival and departure times and a daily diary system help ensure there is a two-way flow of information about children. This helps parents share information about children's achievements at home and keep up to date with the progress they are making with the childminder.

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The contribution of the early years provision to the well-being of children

Children feel secure in this welcoming environment as the childminder is calm, sensitive and caring. They show they are familiar with the childminder's daily routines, and new children settle in well because time is taken to gradually introduce them into the childminder's care. The childminder forges strong relationships with children, and this helps them to feel special and important. She is attentive, acknowledges children's emotions and uses lots of praise to build their confidence and self-esteem. For example, children show pleasure at being praised for exploring water play and discovering how the water flows through various toys and water wheels. As a result, they take pride in their achievements and this increases their enjoyment. Children behave well and learn the importance of respecting and caring for themselves and others as the childminder models this well and praises positive actions, such as sharing and taking turns.

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The contribution of the early years provision to the well-being of children

Children have access to a safe outdoor area and enjoy a generally good range of activities outside. They engage in lots of healthy physical activity, running and playing in the garden and exploring a playhouse and water tray. The childminder is a good role model for children as she is warm, open, relaxed and welcoming. Children are provided with healthy snacks that they thoroughly enjoy, and hands are cleaned prior to snack. However, no discussion takes place as to why this is important so that young children learn about the importance good hygiene plays in helping to keep them healthy. The environment is homely with suitable furniture and equipment for children to play, rest and eat in comfort and safety The childminder provides the support needed to help children learn to become increasingly independent and meet their own needs. They initiate their own play, freely choosing toys and resources from low-level storage that they can easily reach. This helps

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The contribution of the early years provision to the well-being of children

to build the confidence and self-reliance they will need in preparation for moving on to other settings or school.

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provision

Children are provided with a broad range of activities and experiences to help them to make progress towards the early learning goals. The childminder has a good knowledge of how children learn, and plans activities according to their individual age and interests. The childminder ensures that all the policies and procedures are robust and implemented effectively and revised regularly. These are accessible to parents and they are also aware of what to do in the event that they have a complaint. The childminder is aware of her responsibilities to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. Risks are managed effectively and, as a result, children's safety and well-being are fostered effectively. The policy for safeguarding children is in place and followed, ensuring that children are kept safe from harm and appropriate steps can be taken if there is a concern. However, the childminder has failed

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provision

to notify Ofsted of a change to her surname following alterations to her marital status. This is an offence under the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. It is also a breach of legal requirements for both parts of the Childcare Register. However, this has little impact on children's overall safety as the person caring for children remains the same.

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provision

The childminder has only very recently returned to minding following maternity leave, and so the children attending have only very recently entered her care. As a result, some aspects of practice are not yet well established. An example of this is the partnerships with parents and others involved in the care of children. Nevertheless, the childminder is well qualified and her previous experience in childcare is being used to fully develop and enhance her future practice. Targets for future improvement have been set by the childminder after reviewing and considering both her practice and the children in her care. As a result of this, she plans to improve her knowledge of local procedures for supporting children with special educational needs and/or disabilities, and also her knowledge with regard to the learning and development requirements of the Early Years Foundation Stage. The childminder has completed all mandatory training, such as paediatric first aid.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 inform Ofsted of changes to the name of the provider (compulsory part of the Childcare Register).  inform Ofsted of changes to the name of the provider (voluntary part of the Childcare Register).

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number 315114 Local authority Warrington Inspection number 886048 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 1

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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