Nel, Karin

Inspection report for early years provision

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Unique reference number EY395656 Inspection date 10/02/2010 Inspector Lynn Palumbo

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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 2009. She lives with her husband and two children in a house in Aylesbury, Buckinghamshire, within easy walking distance of shops, parks, nurseries and schools. The whole of the ground floor is used for childminding. Toilet facilities are on the ground floor. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight at any one time, of whom one may be in the early years age group. There are currently two children on roll, both in the early years age group, who attend at different times of the week. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder supports children with special educational needs.

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Description of the childminding

The childminder is a member of the National Childminding Association. She walks to local nurseries and schools to take and collect children.

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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

Children's individuality is recognised and nurtured by the childminder who has a good knowledge of their individual needs and requirements. Children's needs are met because they are offered appropriate age and stage resources and activities suitable to their individual stages of development. She has established strong relationships with parents to ensure a collaborative approach for children's individual well-being and learning. The childminder has introduced systems to enable her to reflect upon her practice and identify future areas of development.

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further?

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

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further?

 continue to implement observation and assessment systems in order to fully identify learning experiences for each child across all areas of learning and enable parents to incorporate their comments into children's development records  establish a relationship with other professional services to provide children with special educational needs an educational programme which further supports and extends their learning and development.

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the early years provision

The childminder has a clear knowledge about child protection procedures and knows where to make referrals. She has an up-to-date first aid certificate. This This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ensures, if the children have any accidents or any concerns arise about the well- being of children, that correct procedures are followed. The childminder has good records of risk assessments in place for her home, garden and outings. This ensures all hazards are identified and minimised promptly. All parental permissions are in place for all children in her care, for example, consent for emergency medical advice and treatment. This ensures all children are cared for in an emergency immediately.

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the early years provision

The childminder has a broad range of good quality resources within a designated playroom. They are arranged to provide purposeful opportunities for children to access and choose their own play materials and initiate their own play and learning. The childminder's garden is landscaped to enable children to play safely and they have access to a well-resourced Wendy house.

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the early years provision

Inclusion is promoted at the provision. During discussion, the childminder demonstrates that she has valuable knowledge and information about children's backgrounds and languages. However, the childminder has not established links with other professional services to ensure an educational programme is used to support children with special educational needs. This means their learning and development is less well enhanced. There are effective activities and experiences available to support children's knowledge and understanding of their own and others backgrounds and lifestyles.

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the early years provision

The childminder displays insight into the areas of weakness identified during this inspection and is keen to improve, this feeds into the continuous improvement of her provision. The childminder has also identified ways in which to improve her practice further. For example, she has plans to invite parents to her home in order for them to review their child's progress.

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the early years provision

The childminder has established strong relationships with the parents. They are informed about their child's learning and development through daily discussions, samples of their work and written information within a daily diary. However, the childminder has not yet fully established systems to incorporate parents' comments into the developmental records to ensure they are fully involved with their child's learning. The childminder shares all her policies and procedures with parents at the outset to ensure they are well informed. Parents state in written questionnaires, ‘we feel very comfortable and happy our child is being cared for at a high standard.’

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and outcomes for children

The childminder demonstrates a good knowledge of children’s interests and provides resources and activities to extend these. For instance, she provides children with a variety of role-play outfits, such as, ‘Fireman Sam’ because they have been talking about fire safety and children have previously practised the fire evacuation procedure. The childminder has a good understanding of learning and development. The systems to plan for children's individual needs, through observing and assessing children, are established. The childminder is keen to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 implement these systems to ensure all children’s learning priorities are fully identified for all areas of learning.

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and outcomes for children

Children are developing very good communication skills. Whilst exploring a picture book called ‘Sweet dreams,’ children say, ‘Pooh Bear has his sleeping head on.’ They have access to a range of picture books and spend time looking at their favourite ‘Thomas the Tank Engine’ book, animating sounds of the engines. Children make close relationships with the childminder’s daughter, as they role- play talking to each other on mobile phones. Children have a broad range of opportunities to develop their knowledge and understanding of the world. They explore different properties, pushing cars through cold snow and warm soapy water. They talk about measures as they fill different size containers with earth. In addition, they use construction tools safely when joining materials to build structures. Children are developing good physical skills. They ride around the childminder’s garden on push along motorbikes, learn to throw and catch balls with

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and outcomes for children

control and run. In addition, they play on the recreational equipment at the local park. Children develop their creative skills well; they use their imagination interacting with songs, such as, ‘Sleeping bunnies.’ They play the castanets, moving their body to the rhythm of the nursery rhymes that the childminder sings. In addition, they paint a range of pictures that are meaningful to them. Children develop an understanding of their own culture as they attend a Christian playgroup and listen to stories that are based on Christianity. Children have many opportunities to develop an understanding of a diverse society; they have made tiger faces when celebrating the Chinese New Year and are learning some French words and phrases. All children are encouraged to access all toys and resources regardless of their gender.

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and outcomes for children

Children are learning about keeping safe, as they talk about road safety and the dangers of the hot oven in the childminder’s kitchen. This equips children with a good understanding of how to manage their own safety. Children are learning to be healthy. They learn about healthy foods; for example, they enjoy nutritious and well-balanced meals and snacks and talk about the benefits of fruits. They receive water throughout the day. Children’s behaviour is exceptional. They learn from the childminder, who is an excellent role model, about being respectful and polite. Children learn to socialise and make friends with other children as they participate and enjoy teddy bear picnics. Children are active and inquisitive to explore the resources and they receive efficient support in their play and learning from the childminder. 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 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 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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