Bengoechea Janette Elizabeth

Inspection report for early years provision

p.1

Unique reference number 221091 Inspection date 08/02/2010 Inspector Jan Burnet

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 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.

p.1

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

p.2

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

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 1996. She lives on the outskirts of Northampton with her husband, two adult daughters and adult son. The whole of the ground floor is used for childminding and a bedroom is registered for sleeping children. There is a fully enclosed garden available for outside play. The family has no pets.

p.4

Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She may care for six children, of whom three may be in the early years age group. There are currently seven children on roll and of these, one is aged over eight and four are in the early years age group. The childminder is able to walk to a local school to take and collect children. She attends three local parents and toddler groups and helps to run one of them.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The childminder's understanding of the Early Years Foundation Stage (EYFS) is strong. She promotes children's care needs well and meets their individual developmental needs effectively. The childminder ensures that all children are valued and included. Information obtained from parents helps her to identify and address children's differences. The childminder is aware of her strengths and areas for improvement and uses this awareness to review her practice. Her commitment to continue to monitor and extend her practice within her childminding supports the development of children’s care and learning.

p.4

further?

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

p.4

further?

 review the risk assessment; with specific reference to the accessibility of the trampoline and the stairs  develop the systems for use of observation and assessment, and information from parents, to plan next steps in learning and development for individual children.

p.4

the early years provision

The childminder provides a warm and welcoming environment and is aware of her responsibilities with regard to supervising the children in her care. Necessary checks for herself and her family have been completed and the childminder ensures that children are never left unsupervised with a person who has not been vetted. A written risk assessment identifies how potential hazards have been identified and addressed in the home and on outings. However, a trampoline in the garden is not fully risk assessed and children are able to access the stairs, which is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 not identified in the risk assessment. The childminder is aware of her responsibility with regard to protecting children from abuse. A safeguarding procedure has been drawn up for parents and the childminder ensures that they are also aware of the Northamptonshire Safeguarding Children Board procedures. Records are kept up-

p.4

the early years provision

to-date and in good order. The childminder makes sure that resources are chosen for their quality and durability and that they meet the different developmental needs of children extremely well. Toys are maintained in a good state of repair.

p.5

the early years provision

The childminder is aware of the benefits of self-evaluation and identifies areas for improvement as continuing to develop her EYFS knowledge to ensure that children make progress in their learning and development, and to review healthy eating with parents with regard to packed lunches. She will ensure that she attends first aid training before her current certificate lapses. Local authority support workers attend groups used by the childminder and they, and recently registered childminders, help the childminder to review her practice and keep her knowledge up-to-date. One recommendation was raised at the time of the last inspection; to develop systems for sharing information with parents. This has been addressed well.

p.5

the early years provision

The partnership with parents and other professionals is good. Information is obtained from parents on their child's needs and interests and the childminder is proactive in ensuring coherence of learning and development between herself, other providers and parents. Written information for parents is thorough and includes policies on safeguarding, complaints, equal opportunities, special needs, managing behaviour, a missing child and a child not collected at the agreed time. In discussion, the childminder explains how she ensures that the needs of children with special educational needs and/or disabilities and English as an additional language are met. For example, by obtaining as much information as possible about each child's individual needs from parents and by agreeing with them how they can work together to meet these needs. Children gain an awareness of differences with regard to language, food, clothes and religious and cultural

p.5

the early years provision

festivals. They have access to toys and books that reflect positive images of different cultures and disability.

p.5

and outcomes for children

Children are happy and settled and the childminder gives a high priority to ensuring their emotional security. She actively supports children’s learning and development and keeps a record of some achievements and 'next steps'. However, systems for using observations, assessment and detail from parents to inform planning are not yet fully developed, and potentially this has an impact upon the progress that children are able to make over the six areas of learning. Children develop strong self-esteem. House rules are identified positively, such as; we share, help each other, use good manners, help to tidy up, take turns, sit when eating, praise each other and include each other. The childminder praises children for their achievements and for their behaviour.

p.5

and outcomes for children

Children learn how to keep themselves safe. They stop, look and listen before This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 crossing the road, learn how to use the pedestrian crossing safely, know why they must wear seat belts in the car and learn why they must stand behind the barrier when feeding the ducks by the pond. Children learn good hygiene practices and they are learning about the needs of other living things in relation to their own needs as they are watering and caring for Christmas tree plants. Children are active. They develop physical skills and confidence as they use age-appropriate equipment at the park and at home they practise catching, throwing and kicking skills, balancing and hand/eye coordination. Manipulative skills are practised daily as children play with safe small toys and tools. They mould and make marks in dough and develop control as they make marks with crayons and chalks. A

p.5

and outcomes for children

favourite colour is pink, like 'Pepper Pig'. Older pre-school children name and choose a range of colours and are able to draw enclosed shapes as they begin to learn to write their name. Younger children make marks and tell the childminder that they have written their name.

p.6

and outcomes for children

Children enjoy looking at books and choose favourite stories for the childminder to read. She ensures that books link to children's different interests and regular trips are made to the library. The childminder promotes thinking and vocabulary as she asks children open-ended questions. Children count randomly as they play. The childminder encourages 'one on one' counting, initially to three and then to five. Children are then encouraged to recognise numerals on the same basis, usually linked to birthdays, 'how many candles did you have/will you have on your birthday cake?' Problem solving is promoted, for example, children recognise that they are taking one away as they sing '5 currant buns'.

p.6

and outcomes for children

Children's creativity is promoted and they explore and investigate. They dance and move imaginatively in accordance with the music they hear, for example, they pretend to be lions or monkeys and pretend to fly when listening to 'Thunder Birds' music. Children enjoy painting and sticking activities and they learn to sew, younger children learn by making pasta necklaces and playing with lacing cards. They have continual access to role play and small world resources. Young children pretend to make cups of tea and eat play food and older children make up situations and give different voices to the dolls. Cooking is a favourite activity and incorporates a range of learning areas as children learn that the childminder is reading the recipe so that they know what to do, they learn the danger from a hot oven, they count the required number of paper cases, and weigh and mix the ingredients. 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.7

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.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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

p.7

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.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.8