Jordan, Nicola

Inspection report for early years provision

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Unique reference number EY321203 Inspection date 25/01/2010 Inspector Jo Rowley

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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 registered in 2006. She lives with her husband and two children aged five and 12 years in the village of Knebworth, Hertfordshire, close to shops, parks, schools and public transport links. The whole of the childminder's house, except an upstairs bedroom is used for childminding. Children have access to a fully enclosed garden for outside play and the family has two dogs and two tortoises.

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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 three children in the early years age range. The childminder regularly works with an assistant and together they may care for a maximum of four children in the early years age range. Currently they are caring for eight children, at different times and on different days, together. The childminder has sole responsibility for the childminding practice.

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Description of the childminding

The childminder also offers care to children aged over five years and this provision is registered on the compulsory and voluntary parts of the Childcare Register. 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 has developed excellent links with parents and carers and she has begun to build effective relationships with other agencies. She consistently shares information with parents about the children, enabling her to have a thorough knowledge of each child's specific needs and individual interests. She uses this knowledge gained and her understanding of the Early Years Foundation Stage, to provide a good range of activities and opportunities which help to develop every child's individual learning and development. The childminder regularly reviews and evaluates her work with the effective self-evaluation procedures she has in place. This enables her to build a clear picture of her practice and carry out improvements where required. Therefore, she is providing a service which is responsive to the needs of children and their families.

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further?

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

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further?

 develop planning to incorporate the next steps in each child's learning  develop further opportunities for children's independence to be promoted. 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 well promoted because the childminder has a good understanding of her role and responsibilities relating to safeguarding children. She has completed additional training and has devised her own well-written procedures to enable her, and her assistant, to identify any child who may be at risk and take appropriate action if required. Children are building up a good understanding of how to keep themselves, and others, safe as they regularly practise the fire escape plan. They are encouraged to learn about minimising risks to each other through regular, gentle reminders, such as not to run inside the home. Thorough risk assessments and daily checks ensure that hazards inside the home are minimised in order to keep children safe. Risk assessments are effectively completed, and recorded, for each outing that the children participate in, therefore, their safety and welfare are promoted.

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the early years provision

The childminder communicates effectively with parents and carers to ensure that she fully understands each child's background and particular individual needs; this enables her to provide a service which is inclusive to all children and their families. Parents are fully involved in the childminding setting as they are informed of future topics and events through regular newsletters that are written by the childminder. This ensures that parents are able to participate in their children's learning and promotes a consistent approach, benefiting all children. The childminder informs parents of her written policies and procedures through the development of a handbook. She provides this to all parents detailing each document, ensuring that they are fully informed of any updates or changes. The childminder receives positive written feedback demonstrating the strong relationship she has with parents and she is responsive to this feedback. The childminder liaises with

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the early years provision

external agencies to ensure that each child is offered the support they require. She works closely with the staff of the local children's centre and has developed links with both of the local pre-schools, therefore, promoting a consistent approach.

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the early years provision

The childminder treats all children on an individual and unique basis. She uses praise and encouragement to build on children's self-esteem and confidence and promotes positive behaviour. An example of this is through the setting's 'Bearemy Bear'. Children are able to take the bear home, with its own selection of boys' and girls' clothes, on occasions as a reward for positive behaviour. They are encouraged to take photographs of the bear at their home and these are then placed in 'Bearemy's' scrap book which the children enjoy looking at. The childminder is developing children's understanding of equality and diversity through topic work and day-to-day activities. For example, children, together with the childminder and assistant, look through a book about different faiths and customs. Adults use clear and age-appropriate explanations when children ask questions such as, 'why do they wear a cross?'. Therefore, children's

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the early years provision

The childminder's procedures for self-evaluation are effective. She regularly evaluates activities that children participate in to see how and where these can be improved to promote outcomes for children. For example, the childminder has This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 increased her resources to include more musical instruments to support children's physical development. The childminder works with her assistant to evaluate her setting in order to promote outcomes for children. Resources are age and stage appropriate for the children attending and they are in good condition. Children have access to resources which are rotated to offer them different experiences. However, they have limited opportunities to make independent choices about what they play with as resources are stored out of their reach.

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and outcomes for children

Children are making good progress in their learning and are fully supported in this because the childminder has a good understanding of the Early Years Foundation Stage. She implements appropriate procedures for assessing children and she uses this information to inform her weekly planning. However, although the childminder is able to demonstrate verbally the children's next steps, these are not incorporated in to the planning. Therefore, children's individual development is not fully promoted. Activities planned are relevant, interesting and adapted to suit each child. An example of this is where children are enjoying a painting activity using paint brushes. Younger children are encouraged to join in with the painting by using their hands and for one child who is not enjoying the feel of paint on their hands, crayons are offered.

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and outcomes for children

Children's behaviour demonstrates that they feel safe and secure. They confidently play alone, together or with the childminder and assistant. Children enjoy their time with the childminder who enthusiastically joins in with their play. For example, as the children create their own 'home' in the role play area the childminder extends their learning about healthy eating as they talk about different fruit and vegetables they eat with the 'meals' that they are making. Children have opportunities to develop their problem-solving and numeracy skills within everyday situations, such as when they are counting slices of bread or matching socks. The childminder ensures that her setting is an inclusive environment where all children feel secure. Children are observed to be happy and spend their time purposefully as the childminder allows them time for free play. They respond to the childminder and assistant in a warm and friendly way and are keen to take part in the activities

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and outcomes for children

Children's behaviour is good, because the boundaries and ongoing explanations the childminder gives about behaviour promote their feelings of security. Children have a good understanding of appropriate behaviour as they are reminded during their play, to share resources. Children of all ages and stages are included in the activities offered because the childminder ensures that these are adapted to suit the individual child, promoting inclusion. Children's skills in communication, language and literacy are developing through daily opportunities for singing. They also have independent access to books and enjoy listening to stories with the childminder. Children have opportunities to develop skills for the future through the provision of small world toys, dressing-up clothes and the role-play area where children's imaginations are encouraged. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children take part in planned topic work to further develop their understanding of the local community and the wider world. An example of this is where they enjoyed taking part in 'occupation week'. Parents were asked to share information about their jobs with the children, which included a policeman, a pilot and a teacher. Children had opportunities to try on different outfits and sit inside different vehicles, therefore, their learning through play is fully promoted. Children's physical development is promoted as they are encouraged to participate in outdoor activities such as visiting local toddler groups, using the enclosed garden as well as small equipment such as play dough utensils. Children have an understanding of good health and hygiene practices. They wash their hands before snacks and meals and are encouraged to eat five portions of fruit and/or vegetables a day, therefore, their understanding of healthy lifestyles is

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and outcomes for children

encouraged. 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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