Belcher Rosalyn

Inspection report for early years provision

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Unique reference number 259871 Inspection date 05/10/2009 Inspector Kelly Eyre

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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 was registered in 2001. She lives with her husband and two children aged 12 and nine in Bedford. Two rooms on the ground floor of the childminder’s house are used for childminding and there is a fully enclosed garden for outdoor play. The family has one tortoise and goldfish.

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Description of the childminding

The childminder provides care on each weekday during term-time and school holidays. She is registered on the Early Years Register to care for a maximum of four children in the early years age range and is currently minding four children in this age group. She also offers care to children aged over five years and this provision is registered on the voluntary and compulsory parts of the Childcare Register. There are currently three children on roll in this age group. Children on the compulsory and voluntary parts of the Childcare Register share the same facilities as those on the Early Years Register.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The childminder demonstrates a comprehensive understanding of the Early Years Foundation Stage. She uses this and her thorough knowledge of each child to ensure that their needs are consistently met and they are offered an extensive range of activities that support the successful promotion of their welfare and learning. The childminder's highly professional approach to working with parents enables them to feel confident in her and to exchange information about their children that further supports their consistent care. The childminder meticulously reviews her work and has a positive attitude to self-evaluation, actively seeking feedback from parents and children. This enables her to build a full picture of her practice and implement improvements, thereby maintaining a service which is highly responsive to the needs of the children and their families.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 developing further the use of the self-evaluation process to review the impact of changes made.

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the early years provision

The childminder's positive attitude to ongoing training and her comprehensive understanding of her responsibilities relating to safeguarding children mean that their welfare is prioritised and is very well promoted. This is supported by a thorough written procedure, enabling her to identify any child at risk and take This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 appropriate action. Children's well-being is further significantly enhanced by the childminder's excellent organisation, thorough procedures and comprehensive risk assessments, ensuring that hazards are minimised and children's safety is promoted at all levels. Children are building up a good awareness of how to keep themselves and others safe. For example, young children explain the relevance of the emergency evacuation procedures.

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the early years provision

The childminder shows a genuine enjoyment of her work and is highly motivated to continue developing her practice and thereby improve the outcomes for children. She actively seeks feedback from parents and attends a wide range of additional training in order to inform the evaluation of her practice. Her positive attitude to feedback means that she can use this information to inform changes and prioritise areas for improvement. Recent improvements include the introduction of written assessments, which are used to inform planning and ensure that each child is offered activities that promote their learning. However, the self- evaluation procedures are not used to the optimum in order to fully review the impact on children of any changes made. The childminder utilises resources exceptionally well. Her home is welcoming and toys are accessible, enabling children to make independent choices. The childminder also uses a wide range of

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the early years provision

community resources such as toddler groups, parks, and an indoor play centre in order to offer an extended range of opportunities.

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the early years provision

The childminder strongly believes in treating each child as an individual and has an excellent understanding of how to promote inclusive practice. This enables her to provide a service which is both welcoming and inclusive for all children and their families. Her sensitive procedures for gathering information about children mean that she can build up an excellent understanding of each child's background, needs and beliefs. This knowledge enables her to plan relevant activities and ensure that children are offered appropriate support. Children feel valued and their self-esteem is promoted because they are encouraged to understand and respect each other and are praised for their efforts and achievements. The childminder's excellent relationships with parents and carers mean that there is thorough ongoing communication, keeping them informed of their children's progress and activities. For example, they receive written daily updates and regular newsletters.

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the early years provision

Consistency of care is further promoted as the childminder has established purposeful working relationships with others providing care for the children. For example, she has procedures for exchanging information with the pre-school so that she is aware of their topics and is able to provide ones to complement and support these.

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and outcomes for children

Children thrive, make excellent progress and are supported in achieving because the childminder has a comprehensive knowledge of the Early Years Foundation Stage. She implements rigorous assessment procedures and uses the information gained from these to inform the overall and individual planning. Children play an active part in all aspects of this vibrant setting. They are encouraged to express themselves and their opinions are genuinely valued. The childminder has an This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 excellent awareness of their interests and needs, including this information in the planning to ensure that children's individual development is promoted. Children play a full role in their own learning and develop positive attitudes to this as the childminder confidently enables them to develop their play and ideas. For example, whilst eating their snack, children discuss what they would like to do next and

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and outcomes for children

decide to play outdoors: the childminder therefore puts a wide range of additional resources in the garden and they thoroughly enjoy exploring the sand and construction vehicles and setting up the role play resources to make a shop.

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and outcomes for children

Children show a strong sense of security and their behaviours demonstrate that they feel safe. They confidently choose resources, express their views and approach the childminder for help. The excellent settling-in procedures help them to feel welcome and valued. For example, all new children receive a photograph album containing pictures of the other minded children, the childminder's house, family and pets; children are able to share this with their parents and build their familiarity and confidence. The childminder's excellent partnership working with parents means that children who use English as an additional language or have special educational needs are offered appropriate support and activities that promote their individual development.

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and outcomes for children

Children are offered a rich and varied range of experiences that meet their needs and promote their development, with the childminder using innovative activities to extend their knowledge. For example, when learning about the different parts of the body, children gain information about the function of the lungs by participating in a bubble painting activity, where they learn the difference between breathing in and blowing out. Their development is promoted as the childminder utilises all learning opportunities. For example, during snack time children discuss the different sized fruit, with the childminder encouraging vocabulary such as 'big, bigger and smallest'. The childminder's excellent interaction with children aids the development of their communication skills and they use language confidently and imaginatively, often describing the intricacies of their activities and role play.

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and outcomes for children

Children's emotional development is promoted as they develop secure, trusting relationships with the childminder and with each other. Their behaviour is exemplary and they show an excellent awareness of responsibility as they organise their games and arrange turn-taking. They engage in a wide range of activities and experiences which help them to value diversity and understand the cultures and beliefs of others. They celebrate a range of festivals and good use is made of resources, such as books and posters, to provide positive images and information. Children are encouraged to ask questions and are offered appropriate explanations and the opportunity to explore issues further. Thoughtful planning means that they participate in activities that enable them to develop an understanding of their community. For example, they make their own harvest festival parcels, which they deliver to older people living nearby.

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and outcomes for children

The excellent provision of resources means that children are encouraged to explore and think critically. For example, children play in the 'black-out tent', exploring different torches and activating various lights. Full use of the local environment means that children are offered opportunities to explore further and extend their understanding. For example they pick their own soft fruit and use this This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to make jam, noting how the ingredients change. Children show an excellent understanding of the relevance of following good personal hygiene routines. Young children competently wipe their own noses, throwing the tissue away and washing their hands afterwards. They have numerous opportunities to participate in a wide range of physical activities and gain a secure understanding of the importance of regular exercise as part of maintaining a healthy lifestyle. For example, they

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and outcomes for children

discuss being out of breath after running around, feel their heart beat and then note the difference between this and their resting heart rate. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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