Segman, Smadar

Inspection report for early years provision

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Unique reference number EY313799 Inspection date 20/04/2010 Inspector Jane Mount

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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 0300 123 1231, 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: 0300 123 1231 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 November 2005. She lives with her husband and two children who are aged 13 years and seven years. The property is situated in Hendon, London and is within easy walking distance of local amenities such as parks, shops and schools. The ground floor of the childminder’s home is used for childminding purposes and includes facilities for children requiring a sleep during the day and toilet facilities. There is a fully fenced rear garden available for outdoor play. The family have no pets and overnight care is not provided.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register, the compulsory part of the Childcare Register and the voluntary part of the Childcare Register. She is registered to care for a maximum of five children under eight years and of these three may be in the early years age range including one under one year. The childminder is currently caring for three children, all of whom are in the early years age group. She sometimes works with another childminder or an assistant at the property and she has overall responsibility for childminding practice with her co-childminder or assistant working in a supportive role.

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Description of the childminding

The childminder is a member of the National Childminding Association (NCMA).

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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 provides effectively for children in the Early Years Foundation Stage. She understands that every child is unique and she works in close partnership with parents to ensure children's individual needs are fully met. Children feel at home in the childminding environment and share secure, friendly relationships with the childminder. Children are provided with a varied range of play and learning experiences which ensures they make good progress in their learning and development. Children are safeguarded and their welfare is protected because of the childminder's sound practice and implementation of some effective policies and procedures. A process, such as self-evaluation, to closely monitor the quality of the provision to ensure continued improvement is in the early stages of development.

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further?

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

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further?

 develop further a quality improvement system, such as self-evaluation, to more effectively monitor and extend effective practice to ensure continued improvement. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's welfare is fully protected because the childminder has a secure knowledge and understanding of child protection and how to safeguard children. For example, she has a generally informative written policy in place and she regularly updates her knowledge of safeguarding through completing appropriate courses. Also, all relevant adults have appropriate background checks completed. Children are cared for in a safe and secure home where positive steps are taken by the childminder to promote safety. For example, she closely supervises children to keep children safe and she actively ensures precautions are taken to prevent accidents such as ensuring the living room door remains closed so children cannot access the hallway unsupervised. Written risk assessments are in place which identify potential hazards and show how these are minimised to keep children safe. On-going visual risk assessments are used throughout the day to maintain a safe

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the early years provision

The childminder is committed to fully implementing the Early Years Foundation Stage and has a secure knowledge and understanding of the framework. She has a clear vision for her setting and has worked hard to ensure she has addressed the improvements recommended at her last inspection. For example, she has reviewed and re-organised all of her documentation to ensure she has the required records, policies and procedures in place. Overall, documentation is well organised and the childminder understands the importance of confidentiality and takes appropriate steps to protect children. She is aware of her key strengths and some of the areas she wishes to develop further and some processes are already in place to monitor the effectiveness of her practice. For example, she reviews her policies and procedures and seeks feedback from parents. A system of self-evaluation to more closely monitor her practice to ensure continued improvement has recently been

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the early years provision

implemented. Children benefit from a childminder who understands the need to keep up-to-date with current childcare practices through on-going professional development. For example, she has attended a selection of early years courses and workshops and wishes to continue to develop her skills and knowledge through attending further training.

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the early years provision

Children's care, learning and welfare are promoted because the childminder puts the individual needs of the children in her care first. For example, she successfully organises her time and resources to ensure children are positively supported and their individual needs are met. Resources are accessible and developmentally appropriate with the daily routine planned to ensure all children are fully included. Children and their families are valued and appreciated and the childminder works hard to provide an inclusive environment. For example, she respects children's cultural and religious backgrounds and fully promotes the use of children's home language while ensuring they have regular opportunities to develop their English. Effective settling-in procedures ensure children settle well and feel at home in the childminding environment. Children benefit from a two-way sharing of information between the childminder and parents with parents kept fully informed about their

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the early years provision

child's care, progress and daily achievements. When necessary the childminder ensures she works with external agencies such as speech and language therapists This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to ensure children with specific needs are supported appropriately. She demonstrates a positive attitude and awareness of liaising with other early years settings delivering the Early Years Foundation Stage such as the local school, nursery or pre-school to ensure continuity in children's care and learning. Consequently, children are fully supported and their individual needs are met.

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and outcomes for children

Children are making good progress in their learning and development as the childminder knows the children in her care well and she uses this information to effectively support their learning. For example, she has implemented simple observation and assessment systems which show children's achievements and this information is then used by the childminder to plan the next steps in their learning. Planning is flexible and is mainly led by children's interests with activities adapted to cater for individual children with individual play plans in place. Children enjoy their learning and participate in a mixture of adult-led and child-initiated play with the indoor and outdoor environments used to promote children's play and learning. Children experience a varied range of play experiences which cover the six area of learning. Their personal, social and emotional development is positively encouraged. For example, from an early age children are able to make some

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and outcomes for children

decisions and independent choices in the activities they play with as the environment is organised with resources at child-height and accessible. Children are provided with experiences which help them to develop a positive sense of themselves and others. They develop secure attachments with the childminder and are happy and secure in her care. The childminder supports children in their play engaging them in conversation to encourage their early language and communication skills. Children are learning through activities that engage all their senses. They regularly participate in music, rhymes and songs which all help to promote their language development and the appropriate use of children's home language supports children with English as an additional language very effectively. Children have regular opportunities to express themselves creatively and use a varied range of mediums. For example, they enjoy the sensory experience of

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and outcomes for children

playdough as they roll and cut it into different shapes and when painting enjoy exploring the changes when mixing different colours together. Children's sense of belonging is promoted as some of their art work is then displayed and each child has their own scrap book in which their creative work is kept. The childminder promotes a positive awareness of diversity and children are beginning to gain some understanding about the wider world. Children have opportunities to learn about their own and others cultures and religions and a range of resources and activities ensure children's awareness of diversity is promoted. Children learn about the local community such as when they visit the local park or toddler group or go for walks. Children learn about the environment such as when they discuss the weather and changes to the seasons. The childminder uses the daily routine and activities to incorporate children's problem solving, reasoning and numeracy

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and outcomes for children

skills. For example, children's counting skills are encouraged such as when they confidently count the eggs, both in English and in Hebrew, as they put them in the basket and then take them out again. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder implements some effective strategies to promote and safeguard the welfare of the children in her care. Their health is protected with good hygiene practices in place to minimise the risk of cross-infection. For example, anti- bacterial soap and paper towels are used by children when they wash and dry their hands and the childminder has a clear sickness policy in place which parents are fully aware of. Through discussion and effective support and guidance from the childminder, children learn the importance of personal care routines such as why they must wash their hands before eating. Healthy eating is promoted and children

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and outcomes for children

receive a nutritious and balanced diet. Children's dietary requirements are discussed regularly with parents including children's likes and dislikes as well as any special dietary requirements a child may have. Subsequently, this ensures children receive a balanced diet and their individual dietary needs are met. Children are beginning to learn about healthy eating and discuss what healthy foods they like to eat and why they are good for their bodies. Children's physical development is actively encouraged as they have regular opportunities to practise and develop their physical skills. For example, they visit the park and regularly play in the garden where they are able to access a range of resources to promote their physical development. When the weather does not allow children to play outside the childminder ensures children still have opportunities to exercise and they participate in music and movement sessions in the house. Children's safety is

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and outcomes for children

protected and they are developing an understanding of how to keep themselves and others safe. For example, when out walking they discuss road safety and before playing in the garden they are reminded of the possible hazards. The childminder has an emergency fire plan which she has practised with the children and therefore children learn how to stay safe in an emergency. Children's behaviour is managed well and secure relationships between the childminder and children enable children to feel settled in the childminding environment. Positive behaviour is promoted with regular praise and encouragement from the childminder which develops children's self-esteem. Clear boundaries are set which are consistent and appropriate to the individual child's level of understanding. Consequently, children know what is expected of them and feel secure in their surroundings and are confident in their play. Children are supported effectively by

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and outcomes for children

the childminder and are encouraged to share and to take turns and are beginning to understand how their behaviour can have an impact on others. 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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