Skipper Dina

Inspection report for early years provision

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Unique reference number EY284630 Inspection date 24/09/2009 Inspector Susan Ennis

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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 rates 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 08456 404040, 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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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 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 registered in 2004. She lives with her husband in the Old Town area of Stevenage, Hertfordshire. The whole of the ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. Accessibility to the premises is via one step. The family has no pets.

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Description of the childminding

The childminder is registered to care for a maximum of six children at any one time and is currently minding one child under five years. She also offers care to children aged over five years to 11 years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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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

The childminder offers a safe, secure and welcoming environment to all children. She values diversity and is consistent in ensuring that children's uniqueness is recognised and that all are well integrated and achieving as much as they can. Children thrive and make excellent progress across all areas of learning because the childminder has developed highly effective practices and procedures for planning, assessing and promoting their development. She builds trusting relationships with parents and schools to ensure that all children's individual needs are met. Through self-evaluating her practice, the childminder has a clear picture of her strengths and areas for improvement and is therefore able to make effective changes to improve the daily care and experiences for the children she looks after. She demonstrates a high commitment to her childminding and is enthusiastic about making and sustaining improvement.

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further?

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

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further?

 review the use of attendance records to ensure their accuracy.

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the early years provision

Effective safeguarding policies and procedures ensure that children are well protected at all times. For example, the childminder has a solid understanding of child protection and has the required contact numbers in place for dealing with concerns. However, as children's exact times of arrival and departure are not always recorded, their safety is potentially affected. The childminder uses clear practical procedures, such as daily safety checks and comprehensive risk assessments for monitoring the environment, enabling the children to move around the setting freely and with confidence. She also has effective and well This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 thought out procedures for taking the children out and about. For example, each outing is fully risk assessed and children are made aware of their own safety by learning to stay close together and not talk to people they do not know.

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the early years provision

Children's individual development is exceptionally well promoted because the childminder has very effective procedures and resources in place to support, monitor and evaluate their progress. The available resources are used well and the all inclusive child-friendly environment is very conducive to learning. For example, low-level storage units enable the children to freely choose which resources they want to play with and child-size furniture helps them sit comfortably whilst they play. The childminder also ensures that the resources and environment are sustainable by, for example, swapping resources with other childminders, providing added interest and stimulation for the children.

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the early years provision

A close and trusting partnership with parents, carers and others involved in the children's lives ensures that all relevant information is shared and a consistent approach given. Organised documentation ensures that parents are fully informed about the childminder's policies and procedures, detailing her working ethos and good practice. A child information booklet, a Learning Journal and use of a daily diary ensure that parents and other settings attended by the children are fully informed about their progress and welfare. Parents very much enjoy seeing what their child has been participating in and demonstrate their appreciation with comments such as 'we are the luckiest people in the world to have such a wonderful childminder - you really are a star'.

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the early years provision

The childminder effectively and actively promotes equality and diversity and tackles unfair discrimination. She therefore offers a service that is inclusive for all children and their families. For example, she can make her policies and procedures available in different languages, Braille and larger print ensuring that they are fully inclusive. All children are well integrated and development in relation to their starting points is excellent. The childminder effectively helps the children learn and understand the society in which they live by, for example, introducing a figure in a wheelchair to sit at the stickle brick table and chairs made by the children and helping an elderly relative with their shopping, developing the children's respect for others.

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the early years provision

The childminder continuously evaluates her daily practice and has high expectations of herself. She attends further training which helps her to reflect on her practice and increase the experiences on offer to the children. They and their parents are involved in the monitoring process as they complete questionnaires, sometimes together both enjoying the experience. The childminder develops plans for the future, potentially leading to improved outcomes for the care and progress of the children. For example, she plans to develop parent consultations and reports to further involve them in their child'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 are consistently offered highly appropriate experiences that support them in making excellent progress in all areas of learning. The exceptional range of child-initiated and adult-led activities ensure that their interests and knowledge are continually being extended. All activities are clearly linked to the children's starting points, and thorough observations and assessments enable the childminder to build on what the children already know and plan for their continued development. For example, when children start to competently use scissors, the childminder extends the activity by giving them different materials to cut such as sand paper. When children show an interest in using the dust pan and brush to help tidy up, their personal and social skills are further developed as they help to do the washing up after snack, counting how many items are left in the bowl and discussing where the water goes when the plug is pulled out, therefore also

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and outcomes for children

developing their problem solving and knowledge and understanding of the world.

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and outcomes for children

The childminder uses her extensive knowledge of child development to adapt the activities to ensure that all are involved and to draw out the learning from child-led play. Whilst trying to build a tower with the blocks children are encouraged to think why the tower fell over. They discuss the need for the pieces to be placed on top of one another neatly and are delighted when the tower stands tall stating 'it's staying now'. Following snack, where children are reminded that they must sit down with their food, they demonstrate their creative skills by playing a role reversal, asking the childminder to sit on the chair whilst they imitate her and kneel on the floor. They give her some food for which they are thanked for sharing and are encouraged to remind the childminder to sit on her chair reinforcing the previous conversation and making them more aware of their own safety. Good planning means that children regularly attend appropriate groups, providing

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and outcomes for children

opportunities for an extended range of activities and enabling children to interact with their peers. For example, they enjoy a music session at the childminder group and get excited when their friends come round to play. Their appreciation of the natural world is encouraged as they visit the local farm and regularly feed the ducks.

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and outcomes for children

Children's emotional development is effectively promoted as they develop secure and trusting relationships with the childminder and their friends. They demonstrate their comfort in the relationships as they, for example, come to the childminder for a cuddle when they start to get tired. The childminder acts as a very positive role model, praising their achievements and offering sensitive reminders when, for example, they forget to say please when asking for more grapes at snack time, in which they fully participate. They develop their independence as they choose which fruit to have and cut up their own banana. They also learn more about keeping safe as they discuss the sharp knife used by the childminder to cut their grapes. They are aware of good hygiene practices because they are actively supported to; for example, wash their hands before eating and after using the toilet. They also learn about others well-being as they are asked not to put the

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and outcomes for children

puzzle pieces in their mouth as this spreads their germs around. 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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and managed?

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 1 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 1 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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