Smith, Sarah-Jane

Inspection report for early years provision

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Unique reference number EY394013 Inspection date 18/01/2010 Inspector Lynne Kathleen Talbot

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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 July 2009. She lives with her husband and two children, aged six and one year, in Letchworth, Hertfordshire. The whole of the ground floor of the home is used for childminding, with the first floor used for rest periods. There is a fully enclosed garden for outside play. The childminder’s home is accessible from a drive and path up to the front door.

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Description of the childminding

The childminder is able to provide care on each weekday, during term-time and school holidays. She is registered on the Early Years Register and on the compulsory part of the Childcare Register. The childminder is registered to care for a maximum of four children under eight years at any one time, no more than two of which may be in the early years age range. There are currently two children attending part-time hours, both of whom are within the early years age range.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children's individuality is respected by the childminder who has a sound understanding of their needs and interests. She creates a positive relationship with parents and carers, offering information and remaining flexible to family needs, whilst partnerships with other agencies are yet to be implemented. This ensures that children's needs are generally met and that activities are organised to successfully promote sound progress overall in children's learning. The childminder takes largely positive steps to promote children's health and welfare, through established daily routines, risk assessments and safeguarding awareness. However, there is no procedure to be followed in the event of a child going missing or of a parent failing to collect a child. The childminder has a positive attitude towards development, completing required training and implementing clear procedures and policies to improve outcomes for children, but is yet to fully utilise

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The overall effectiveness of the early years provision

self-evaluation as the basis of review to ensure continued development.

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further?

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

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further?

 ensure that parents are provided with information about the procedure to be followed in the event of a child going missing or of a parent failing to collect a child (Safeguarding and promoting children's welfare). 15/02/2010

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further?

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

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further?

 improve the use of information gathered about children's learning to enhance their good progress towards the Early Learning Goals with particular This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 reference to identifying starting points, next steps, progression and ongoing parental input  develop links with all other settings providing for children in the EYFS  use self-evaluation and quality improvement processes as the basis of ongoing internal review.

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the early years provision

Children's welfare is generally promoted because the childminder has a sound knowledge of the Early Years Foundation Stage (EYFS). She has an understanding of her roles and responsibilities relating to safeguarding and holds all required information. The childminder ensures that all persons required undertake the appropriate checks to safeguard children. Effective risk assessments are completed and regularly reviewed to help keep children safe. However, there is currently no information provided to parents with regard to the procedure to be followed in the event of a child going missing or of a parent failing to collect a child. This is a breach of requirements. Children are encouraged to learn about personal safety through routines, including road safety, emergency evacuation and by discussing safety with play materials and other implements such as the use of scissors for craft activities. Procedures for illness and medical assistance are clear.

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the early years provision

The childminder seeks to offer an inclusive service for all children in her care and ensures that she understands each child's background, culture and beliefs. She helps children to recognise differences and respect diversity by providing opportunities for them to ask questions about what they see and hear around them; exploring books, looking at different ways of celebrating similar festivals and using the internet to seek further information. The childminder is aware of children's individual learning styles and needs and considers these when planning activities, thereby enabling every child to achieve. For example, those less confident in new situations are given support and encouragement to feel secure to enable them to take advantage of the new learning opportunies. The childminder has a positive attitude and recognises the importance of working with other agencies to support children but has not yet developed sharing partnership to

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the early years provision

ensure consistency of care to complement their learning. Relationships with parents and carers enables them to exchange information verbally and discuss the needs of their children, supporting their well-being. Parents comment that they are very impressed with the childminder's professional attitude, that she is professional and trustworthy, and provides lots of fun activities. However, they are not yet fully involved in the planned learning for their children, using starting points or an ongoing system to contribute towards children's development.

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the early years provision

The childminder shows an awareness of development and seeks informal feedback from parents to ensure that her care is having a positive impact on outcomes for children. Self-evaluation processes have been considered and are in the very early stages of being formed, meaning they are, as yet, not helping towards continued review and development. Children achieve and make sound progress overall in their learning because resources are organised and enable children to self-select activities to support their learning. The home is welcoming, and daily routines are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 organised to support both planned and child-led activities. Local community resources, such as parks and social groups, provide an extended range of opportunities for children.

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and outcomes for children

Children are confident and enjoy their time spent with the childminder. They make sound progress in their development overall because the childminder is competent in supporting their learning through play based on their interests. The childminder observes children as they play and shares that observation with parents through daily diaries and journals, which show largely adult-led and focussed activities. Weekly planning is displayed, showing basic plans for each day to rotate provision, and offer a broad range to children. However, without a starting point for development, identified next steps shown to feed the planning, or a system for parental input , there is no firm basis of gathering information about children's learning to enhance their progress towards the Early Learning Goals. This means that potential learning opportunities may be missed.

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and outcomes for children

Children are actively involved in their learning. They talk confidently with new adults and each other, using their developing knowledge, for example, as they name the numbers they see on puzzles, relate that to their own age, and persist to complete puzzles working together. They show interest in early technology seen when they independently use keyboards, showing each other which button to press to complete tasks and ask questions about what computers are for. They show clear interest in reading and enjoy both reading books with the childminder, as well as sitting together and telling each other stories using picture books. They show good imaginative play, using role play materials where they 'read' the menus they previously made to choose meals, later choosing ingredients to cook, and discussing safety aspects, such as the heat from the oven with the childminder. Children are creative, using art materials as well as felt picture boards, to make

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and outcomes for children

scenes. Children are supported to think about size as they compare and match animals in pairs, count the total number of animals placed on the board, and link this to a previously heard story of 'Noah's Ark'.

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and outcomes for children

Children develop good self-esteem because they receive regular praise throughout the day. They show that they feel safe and secure through their behaviour and responses, both towards the childminder and each other. The childminder is skilled at questioning children to encourage them to explore their activities. When reading books together they discuss the animals seen and anticipate what may be about to happen. They name fruits and talk about the parts of the fruit, such as stones, that should not be swallowed, learning that they may choke. Children explore initial sounds and letters taking turns to respond to questions and learning skills for their future education. Familiar routines for hygiene help children to establish good health and hygiene awareness. They begin to learn how to select healthy choices for meals because they discuss the next weeks menus with the childminder. Positive relationships with parents help to establish levels of expected behaviours

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and outcomes for children

and help children to feel secure and learn about how their behaviour affects others around them. 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 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

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Stage

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

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 3

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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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