Gous, Beverley Bronte

Inspection report for early years provision

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Unique reference number EY393181 Inspection date 10/12/2009 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 2009. She lives with her husband and three children aged two, eight and 10 years in Bedford, Bedfordshire. The whole of the ground floor and three bedrooms of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. There is level access to the premises. The family has no pets.

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Description of the childminding

The childminder provides care on each weekday term-time and during school holidays. She is registered on the Early Years Register to care for a maximum of two children in the early years age range and is currently minding three children in this age range on a part-time basis. 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 good.

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The overall effectiveness of the early years provision

The childminder offers an extremely safe, secure and welcoming environment in which all children thrive. Her flexible planning ensures that the children's interests and development are consistently promoted and that they enjoy their time with her. Excellent partnerships with parents contribute significantly to ensuring that the individual needs of each child are fully met. Through monitoring her setting, the childminder gains a picture of her day to day practice. She is therefore able to make effective changes to improve the daily care and experiences for the children in her care. 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?

 develop further the planning and assessment procedures to show children's next developmental steps and how these are fed into the overall planning  develop further a culture of reflective practice and self-evaluation to identify the setting's strengths and priorities for development.

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the early years provision

The childminder demonstrates a very high level of commitment to promoting children's safety. She demonstrates an extremely good understanding of the procedures regarding safeguarding and ensures that all adults coming into contact with the children are suitable to do so. Extensive policies and procedures are also This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 used effectively to promote children's welfare. They are cared for in a safe, secure environment in which their safety is of paramount importance at all times. The home is checked on a daily basis and extremely comprehensive risk assessments are regularly carried out on all areas and activities used by the children including the various outings that they participate in. Whenever the childminder leaves the house she carries her emergency book with her. This contains all the relevant details about the children and the fact that they are in her care, therefore

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the early years provision

protecting their welfare should she be momentarily unable to. She also has high visibility jackets for the children to wear on dark days ensuring that they can be clearly seen when out and about. Ongoing explanations and regular discussions about safety issues help children develop their understanding of how to keep themselves safe. For example, they understand that only adults can use sharp knives and that they are not allowed in the kitchen when the cooker is on 'because it's hot.'

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the early years provision

Children's individual development is well promoted because the childminder has 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 conducive to learning. Low-level storage enables the children to freely choose which toys they want to play with and a resources folder helps them see what other resources are available. The childminder also ensures that the children can fully experience playing in the garden and supports their play by providing, for example, warm water and brushes when they decide to play with the water and paint her walls. The childminder continuously evaluates her daily practice and has high expectations of herself. She demonstrates a genuine enjoyment for her work and is keen to increase her experience and knowledge. She uses parent and child questionnaires to gain feedback about her practice

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the early years provision

receiving positive comments such as 'We think you're doing an excellent job and are grateful.' She partially completed the self-evaluation before inspection and agrees that this is an area for further development to ensure that she is highlighting her strengths and priorities for improvement. She shows a commitment to sustainability by, for example, attending further training to improve the outcomes for the children in her care.

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the early years provision

The childminder has a good understanding of anti-discriminatory practice, enabling her to provide a service which is inclusive for all children and families. She works extremely closely with parents to ensure that she understands each child's background, needs and beliefs, for example, learning a range of familiar words in the child's home language and changing the posters around the home to incorporate their language ensuring that the adults can also understand what is displayed. Children are gently encouraged to recognise differences and respect diversity. This is encouraged by celebrating world festivals such as Diwali and making special foods such as Polish Pierniki biscuits.

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the early years provision

The childminder is conscientious in maintaining trusting and professional relationship with parents and others settings to ensure that children are consistently cared for. For example, parents are fully involved in the initial assessment process as they complete an 'All about me' booklet including details such as the make up of the family and children's development in the areas of learning. They are routinely informed about their child's day and experiences This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 through use of a communication book, continual interaction with the childminder, news letters and home visits to discuss their child's progress. Organised documentation ensures that parents are fully informed about the childminder's policies and procedures detailing her working ethos and good practice. When policies are updated parents are sent a copy and asked for their opinions and

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the early years provision

thoughts before confirming their agreement to them, ensuring that all are fully aware of any changes made.

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the early years provision

The childminder works hard to forge relationships with other settings that the children attend and other childcare professionals by, for example, contributing to on-line forums sharing and gaining information and support. She has devised an Early Years Foundation Stage Sharing Book to build relationships with the children's school and to ensure that she knows about any topics or themes that she can complement when the children are with her. For example, when children talk about Africa and the varying heights of different animals the childminder encourages the children to arrange herself and the other children in height order also increasing their knowledge of sequencing and mathematical language.

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and outcomes for children

Children are offered a wide range of interesting activities that support them in making good progress across all areas of learning. The childminder gets to know each child well and is therefore aware of their individual interests and current developmental stages. She uses this information and that gained from observations to influence the daily activities the children participate in. Recognising that children need to increase their knowledge of colour, the childminder incorporates this into the daily activities and routine by, for example, asking the children to name the colour of the carrot they are eating for snack and asking them what colour milk they are going to buy when they pretend to go shopping to which she receives the interesting answer of 'pink'. However, children's development is not optimally promoted because the assessment and planning procedures do not fully utilise information regarding the developmental next steps

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and outcomes for children

The childminder's flexible approach to planning ensures that children's choices are very much responded to. For example, when children start singing the childminder extends the activity by suggesting that they get the box of instruments out. They are asked which instruments they would like to play and decide to sing 'Twinkle twinkle little star' developing their creative and language skills as they do so. They also discover their use of touch and feel as they discuss the coldness of the bell when they press it to their face. All children in the childminder's care are given the opportunity to fully participate in all the activities. When doing baking, older children measure and weigh the ingredients whilst the younger children get involved with the mixing and pouring process. Some children enjoy the feeling of wet ingredients and exploring how it drips slowly from their arms so that they end up covered in mix to their elbow! Children are developing their understanding of

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and outcomes for children

the natural world as they visit local farms and the butterfly park participating in a pond dipping whilst there. They also notice, when at the park, that the slide feels This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 hot 'because it's sunny' developing their understanding of the environment. They use their physical skills climbing the monkey bars and their problem solving as they make bear pictures for 'Children in Need' sequencing the circles in order of size.

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and outcomes for children

Children's emotional development is well promoted as they develop trusting relationships with each other and the childminder, for example, giving her a cuddle when they start to feel a bit tired. Visits to toddler groups and activity sessions help them learn to play alongside their peers and further develop their social skills. Consistent boundaries and ongoing explanations help the children understand appropriate behaviour such as sharing and taking turn. Their confidence and self- esteem is developing as they are encouraged to ask for what they want and are reminded to use their talking voices rather than their hands when they want something someone else has got.

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and outcomes for children

Children's health and welfare is actively promoted as the childminder takes effective steps to minimise the spread of infection and develop children's understanding of a healthy lifestyle. For example, they know that they have to wash their hands after using the toilet because 'germs make you ill'. They are also becoming more aware of their own safety as they are encouraged to practise road safety by stopping when instructed and helping to find a safe place to cross. They are also encouraged to only partake in activities that they are capable and able to do, for example climbing a big piece of apparatus, further encouraging them to take responsibility for their own safety. 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 1 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 1 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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