King Claire Louise

Inspection report for early years provision

p.1

Unique reference number EY306037 Inspection date 03/11/2009 Inspector Valerie Fane

p.1

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.

p.1

Royal Exchange Buildings St Ann's Square Manchester M2 7LA

p.2

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2005. She lives with her husband and children aged 13 and 10 in the Panshanger area of Welwyn Garden City. The whole of the property is used for childminding. Accessibility to the premises is up one step. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family have two cats and a hamster.

p.4

Description of the childminding

The childminder is registered to care for a maximum of three children under eight years at any one time, all of whom may be in the early years age range. There are currently four children attending who are within the Early Years Foundation Stage (EYFS), all of whom attend on a part-time basis. The childminder also offers care to children aged over five years to 11 years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder is a member of the National Childminding Association.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

Children settle very well with the childminder and develop a close relationship with her. Their individual needs are met because the childminder works closely with their parents to ensure that she follows their home routines and is aware of their changing needs but she has not fully developed links with other providers who share the care of minded children. Children also gain some awareness of our diverse society but this is an area for further development. They make progress in their learning because the childminder observes their development and is beginning to use the observations to identify children's next steps in their learning and to plan opportunities for them to progress. The childminder supports children's understanding of healthy lifestyles well, she has a good knowledge of child protection and all required documentation is in place to support children's welfare but she does not ensure that her certificate is displayed when she is minding. She

p.4

The overall effectiveness of the early years provision

has made a number of improvements since the last inspection but she is not making effective use of self-evaluation to review and develop all areas of her practice.

p.4

further?

To fully meet the specific requirements of the EYFS, the registered person must:

p.4

further?

 display the certificate of registration (Documentation). 17/11/2009

p.4

further?

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

p.4

further?

 improve the use of observations and assessments to identify learning This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 priorities for each child  improve children's opportunities to develop positive attitudes to diversity with respect to different cultures  improve the organisation of the setting by developing the use of self- evaluation to identify areas for improvement in all areas of the EYFS  develop the opportunities for partnership working where children receive care and education in more than one setting.

p.4

the early years provision

Children are protected in most respects because the childminder has a good knowledge of safeguarding and has attended relevant training. She is aware of the procedures to follow if she was to have concerns about a child in her care. However, she does not ensure that her certificate is displayed at all times when she is minding. All other required documentation is in place including a number of written policies and procedures and these are effective in practice. Children receive care in a home that is safe and secure because the childminder has completed an annual risk assessment to identify and address any hazards. She supervises children well at all times and supports their understanding of their personal safety.

p.5

the early years provision

Children enjoy an interesting range of resources and benefit from the childminder's commitment to providing them with individual care and attention as well as a few opportunities to develop their understanding of diversity. She aims to continue the development of her provision and she has made a number of improvements since the last inspection. She has met the recommendations to expand her knowledge of safeguarding and develop the written information shown to parents at the time of admission. She has met the statutory welfare requirements of the EYFS in almost all respects and she is currently undertaking a relevant Level 3 qualification to support her understanding of the learning and development requirements. However, she does not make effective use of self-evaluation for an ongoing review of her practice and to identify a broad range of areas for continuing development.

p.5

the early years provision

Children thrive because the childminder works closely with their parents or carers to ensure that she is fully aware of their ongoing needs. When children first attend the childminder's house she uses a daily diary to support a very detailed two-way exchange of information with parents so that she develops a good understanding of their routines, development and preferences. After the first month or two the childminder and parents exchange information verbally at the beginning and end of each day and parents are able to see their children's learning journeys whenever they wish. These contain photographs of them enjoying different activities and observations of what they are learning .This enables children to continue their learning at home. Children with special educational needs and/or disabilities would receive good support because the childminder understands the importance of working closely with parents and with outside agencies. Children

p.5

the early years provision

who attend other EYFS provisions do not benefit from continuity of care because the childminder has developed few links with the other providers. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

Children develop a good awareness of healthy lifestyles. They spend plenty of time outside because they frequently walk to school or nursery, they play in the local park and they go on regular walks to the lake or the woods. They have additional opportunities for exercise indoors at a local soft play area. They develop good hand washing routines and they eat healthy meals and snacks such as baked beans on toast made with brown bread. They eat plenty of fruit and talk about where different fruit is grown. They take part in cookery activities making healthy recipes such as cheese and tomato pizza. These activities support children's awareness of other countries and children use some toys, such as rain makers, that reflect other cultures. However, children have few opportunities to take part in planned activities that support their awareness of other cultures and religions. Children also begin to understand about their personal safety through cookery

p.6

and outcomes for children

activities because they learn to use tools such as knives safely.

p.6

and outcomes for children

Children behave well with the childminder and older children learn to be considerate of the younger ones when they are playing. They are enthusiastic learners so they happily self-select from the range of toys put out by the childminder and older children confidently ask when they would like something different. Older children understand that they can only use toys with small parts when babies are not on the floor. Children make progress towards the early learning goals because the childminder makes some written observations of their play and is continually assessing their progress. She is able to identify some of their next steps in learning and how she is supporting children to take these steps and she has identified a need to develop this area of her practice further.

p.6

and outcomes for children

Children develop good social skills because they play together with the childminder and they regularly attend a local toddler group. They mix with other children and enjoy the range of play opportunities provided including singing and story sessions to support their literacy. They go on walks to the local woods and the childminder accommodates children's particular interests so children have opportunities to play in the mud with sticks or collect items of interest such as leaves or conkers or to do bark rubbings.

p.6

and outcomes for children

Babies use an interesting range of age-appropriate toys. They enthusiastically explore a box of musical instruments and listen to the noise made by the rain maker or try to use the drum stick. They play with a pop-up toy and try to manipulate the knobs to make the animals pop up. Older children use a shape sorter and the childminder extends their learning by encouraging them to select particular shapes such as a 'yellow circle'. These activities also support children's development of skills for the future.

p.6

and outcomes for children

The childminder is not currently minding children with special educational needs and/or disabilities or English as an additional language. She has a clear understanding of the importance of working closely with parents of children with special educational needs and/or disabilities and with outside agencies to ensure that she is fully aware of children's particular needs. She supports inclusion and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 knows how to support children with English as an additional language to learn English while valuing their home language. She is aware of the importance of finding out about their home background and culture and would reflect this in her planning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

and managed?

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

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.8

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 2 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

p.8

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

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Not Met (with actions)

p.9

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

p.9

Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

p.9

Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

p.9

Annex B: the Childcare Register

 ensure that there is a written statement of procedures to be followed in relation to complaints which relate to the requirements of the Childcare Register and which a parent makes in writing or by email (Procedures for dealing with complaints) (also applies to the voluntary part of the Childcare Register) 17/11/2009

p.9

Annex B: the Childcare Register

 display the certificate of registration in the premises on which childcare is provided (Certificate of registration) (also applies to the voluntary part of the Childcare Register). 17/11/2009

p.9

Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

p.9

Annex B: the Childcare Register

 take action as specified in the compulsory part of the Childcare Register (Procedures for dealing with complaints) 17/11/2009

p.9

Annex B: the Childcare Register

 take action as specified in the compulsory part of the Childcare Register (Certificate of registration). 17/11/2009

p.9