Varga, Miss Aniko

Inspection report for early years provision

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Unique reference number EY388164 Inspection date 12/11/2009 Inspector Rosemary Coburn

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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 2009. She lives with her husband and two young children in the Edmonton area of the London borough of Enfield. The entire ground floor of the childminder's house is used for childminding purposes. The bathroom is accessible on the first floor of the premises. Additionally, there is a secure outdoor garden. The childminder is registered to care for no more than four children under eight years; of these, not more than one may be in the early years age group, and of these, not more than one may be under one year at any one time. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. There is currently one child on roll within the early years age range.

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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 receive good support in a warm, welcoming and well organised environment. Partnership with parents and external agencies is good and the childminder has a good knowledge of children's individual needs which she uses to help children make progress in the early learning goals. Regular fire drills and risk assessments indoors, outdoors and when on outings helps children feel safe, teaches them to be safety conscious and safeguards their welfare. A good range and depth of toys and resources together with well planned play experiences supports children's learning effectively. This promotes outcomes for children in the Early Years Foundation Stage.

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further?

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

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further?

 ensure that risk assessment covers everything with which a child may come into contact with, such as low level glass in the living room and bathroom areas.

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the early years provision

The childminder takes effective steps to support children's welfare, good health and well-being. She has effective policies and procedures in place to ensure that children are kept safe indoors and outdoors and safeguards children. Monthly fire drills and good risk assessment procedures helps children feel safe and teaches them to be safety conscious. However, risk assessment of low level glass in the living room and bathroom needs further consideration. Nonetheless, children are closely supervised at all times. The childminder holds a current first aid certificate which means that she is able to give appropriate care if there is an accident. She also holds a food hygiene certificate. The childminder has a suitable understanding This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of child protection issues. This includes her recognition of the signs or possible symptoms of the different forms of abuse or neglect and the steps to take in the

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the early years provision

event of any allegations being made or if she had concerns about a child in her care. Overall, the environment in which children are cared for and educated is well organised, safe and supportive.

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the early years provision

The childminder has a clear knowledge of the learning and development, welfare requirements and Early Years Foundation Stage guidance. Good partnership with parents and children supports systems to gather information about children's starting points. This information is used to inform planning and learning opportunities to provide focussed support towards the next steps of learning for each child. This promotes outcomes for children as they are able to make good progress towards the early learning goals. Children benefit from the childminder's understanding of the importance of joint working with parents, children and external agencies and practitioners, so that children who need individual support are not disadvantaged. This supports the uniqueness of the child and promotes equalities and inclusion.

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the early years provision

Resources are well deployed and a good range and depth of toys and resources together with well planned play experiences supports children's learning effectively. The childminder's capacity for driving improvements includes relevant and realistic self-evaluation of her childminding practice which takes account of the views of parents/carers. The childminder has an understanding of the strengths and weaknesses of the provision and demonstrates a commitment to continuous improvement through training, in order to make improvements to the provision and further promote outcomes for children.

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and outcomes for children

Children receive good support in a warm, welcoming and well organised environment which allows them to move around freely and feel safe within the setting. Activities are laid out for children and toys and resources are readily available so that they can confidently and independently make their own choices. For example, on arrival to the setting children selected a giant floor puzzle designed to help support their knowledge and understanding of the world by recognising animals and observing nature. Children's behaviour is good as they build relationships while working together collaboratively and confidently. Children move confidently and in a variety of ways as they negotiate space well while sorting, matching, looking at patterns and expressing feelings of happiness while they negotiate sharing and taking turns. Children benefit from a good balance of adult-led and child-initiated activities which supports them in the six areas of

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and outcomes for children

learning. For example, after tea a number of games and activities were placed on the table for children to make their own choices from. Children's hand-eye coordination is promoted as children engage in a construction game, for example called 'Tap Tap'. This involves the use of small tools and materials which support children in developing their problem solving, reasoning and numeracy skills as they count, look at patterns and use language for thinking and problem solving. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder provides children with healthy meals, fresh fruits and plenty of drinking water is constantly on hand for children to help themselves. Children enjoy regular exercise and the childminder talks to children about the value of movement and exercise. This supports children in developing an awareness about what constitutes a healthy lifestyle. For example, one child had a preference for

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and outcomes for children

sugary drinks. The childminder substituted this for fresh drinking water and fresh fruits at mealtimes, along with discussions with the child about the value of cutting out added sugar in order to maintain healthy teeth. All children now prefer fresh drinking water throughout the course of the day. This means that children are well supported in making a positive contribution to the setting as their attitude towards learning, their desire to participate and their willingness to make appropriate choices and decisions is well promoted.

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and outcomes for children

Children enjoy and achieve through purposeful play and exploration both indoors and outdoors and this supports them in making good progress towards the early learning goals. Good use of observations and assessments to identify learning priorities and plan relevant learning experiences for each child promotes outcomes for children. For example, one child needed support in developing their fine motor skills. The next steps for this child included providing activities such as lacing and threading, and using different sized brushes and pens to practise holding them correctly while developing mark making skills. This promotes equality and diversity as children's development in relation to their starting is good and children's need for additional support is identified as early as possible. Consequently, children feel a sense of belonging in the setting as they begin to develop confidence and self- esteem.

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and outcomes for children

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 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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