Gautier, Anne Severine

Inspection report for early years provision

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Unique reference number EY396307 Inspection date 24/03/2010 Inspector Jane Nelson

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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 2009. She works with two other childminders, from another childminder's house in Chiswick in the London Borough of Ealing. Her co childminder's husband and two children aged three years and five years, live on the premises. The whole of the ground floor is used for childminding, as well as bedrooms on the first floor which are used for children's rest. Toilet facilities are accessible on the ground floor. There is a fully enclosed garden for outside play and children are regularly taken to the local park, library and local playgroups.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register to care for a maximum of four children under eight, three of whom may be in the early years age range, at any one time. She is also registered to work with two other childminders, when working together they may care for a maximum of 10 children under eight, seven of whom may be in the early years age range. There are currently 13 children under eight on roll, of whom 11 are in the early years age range. The childminder walks to local schools to take and collect children. The childminder speaks French and English.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children's individual learning and development is enhanced by thoughtful, affectionate and supportive interaction with the childminder. The child orientated, welcoming, and interesting home environment where children are cared for, stimulates their interest and exploration, encouraging all children to participate and have fun. All the required records and documentation are clearly maintained and well organised, providing comprehensive information. Self-evaluation is comprehensive and used effectively to identify the future development of the service and individual training needs. Partnerships with parents are a strength of the setting, their views are sought and information shared on a daily basis through verbal and written communication and secure access to the setting's website.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 consider developing systems to obtain children's views on what they enjoy doing at the setting

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the early years provision

The premises where the childminder cares for children, her co childminder's home, is welcoming, well organised and child orientated. The setting is extremely well This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 managed and operates efficiently due to the three childminders who work together, working as a team and complementing each other's individual talents and strengths. This results in a caring and stimulating environment where children feel secure, content and are involved and interested in the extensive range of challenging learning experiences that are provided. Children are well supervised by the childminder, and risk assessments are used effectively to monitor safety, in the home and on outings. The childminder has a clear understanding of her responsibilities and the procedures to follow relating to child protection issues, should concerns arise. She has identified attending training in Safeguarding to

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the early years provision

Self-evaluation is used effectively and comprehensively by the childminder and her co childminders to identify areas for future development such as training, and reflect on what is going well. Parents contribute towards self-evaluation by completing questionnaires expressing their views. This is not yet fully extended to include a system to seek children's views and implement any suggestions.

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the early years provision

An extensive range of interesting activities and innovative play experiences, that encourage children's development in all areas are provided. These are complemented by supportive and caring interaction from the childminder, who thoroughly enjoys her work and brings a sense of fun to activities she conducts with the children, such as, expressive story telling and making moving to, and listening to music fun. The childminder's planning of activities, such as, the music session, identify what she hopes children will gain from the experience and is linked to different areas of learning. An extensive range of good quality play materials, furniture and equipment are provided. These are attractively presented at children's level, encouraging them to investigate and explore independently. Space is organised well and planned to encourage children's freedom of movement between the interconnecting kitchen/diner, play room and front room. Space is

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the early years provision

cleared in the dining area for a music and movement activity and furniture stored safely in the kitchen area while this takes place. Extra curricular activities, such as, attending football and yoga groups in the local area are provided if parents wish.

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the early years provision

Documentation and written records are comprehensive and well organised. Detailed information is obtained from parents through written information and discussion when children first start with the childminder, enabling her to plan play experiences that children will enjoy and to meet their individual needs. Observations relating to children's development are recorded by the childminder and her co-childminders, they link these to children's next developmental steps and highlight how children will be supported in working towards this. Information is shared about children's development and daily activities regularly with parents. Creative systems are used to demonstrate the range of experiences children enjoy while in the childminder's care. For example, a selection of photographs of activities children have enjoyed, is posted in a secure section of the setting's website and updated monthly.

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the early years provision

Partnership with parents is highly effective, resulting in good relationships and open communication. Parents' views are sought through questionnaires and their responses praise the setting and individual childminder highly. Verbal discussion with parents and written responses from parents, reflect how pleased they are to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 have found the childminder, and refer to their children talking about the childminder frequently at home with affection. They praise her communication and refer to her being kind and considerate, and someone who has the ability to make each child feel special. Links are built with other settings children attend such as local schools and nurseries, resulting in the sharing of information and continuity of care for children.

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and outcomes for children

Children are developing skills for the future and their learning and development is encouraged extremely well through the extensive range of well planned and meaningful activities provided. Children thoroughly enjoy their time in the childminder's care, they are happy, secure, and as a result, are gaining confidence and independence in exploring their environment. Children behave well as they are busy and interested in their play and familiar with the daily routine. They are learning to take turns, listen to adults and be considerate to each other. Children arrive happy, separate well from their parents/carers, and are eager to join their friends and the childminder.

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and outcomes for children

Children are surrounded by a combination of French and English, written words and spoken language, which is constantly translated, promoting their language development and understanding of the wider world extremely well, in a practical and meaningful context. They use books independently, helping themselves to books from the extensive selection, and sitting comfortably in the cosy book area to look at them. Children demonstrate that they feel safe in the childminder's care through cuddles, affection and laughter. They sit comfortably close to her watching, concentrating and listening intently, during story time, to her expressive story telling, in French which she translates into English. Children ask questions about the story and comment on what they can see in the illustrations, such as 'les lapin'.

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and outcomes for children

Children increase their independence as they choose what to play with and help themselves to a range of play materials. They use real life equipment such as a frying pan and wooden spoon in their play in the 'play kitchen'. A child examines a toy sphere, observing closely how the liquid and toy fishes inside move, when they move the sphere. Children construct and problem solve as they help the childminder to fit pieces of a large alphabet floor puzzle together, pressing the letters into the corresponding space and fitting the pieces together to make a large floor mat. Children initiate their own play, for example, one child takes their drink and sits under the kitchen table, other children observe this and decide to follow. The children negotiate space, finding room for each other, and sit cosily under the table drinking their drinks, chatting and giggling. Children choose pencils from a selection on the table and 'write' and mark make on paper, showing the

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and outcomes for children

childminder their achievements which she praises.

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and outcomes for children

Children are gaining awareness of their own safety as they move around safely. They are learning about spatial awareness during physical activities such as dancing and a music session. Children thoroughly enjoy moving their bodies in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 time to the rhythm of different types of music, fast and slow, joining in familiar action songs, finding different parts of their bodies and naming them in French 'La tête' and English. They expend energy and move quickly to fast and loud music, then take a break for a quick drink from their own individual cups. They join hands in a circle, then at the end of the session, as quiet and relaxing music plays, they find space to lie down on the floor, stretch out, close their eyes and relax. The childminder encourages their calmness and relaxation through gently massaging their feet.

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and outcomes for children

Children's good health is promoted excellently and reinforced through practical activities, such as, regular hand washing and use of sanitising hand gel, which children know makes their hands clean. Children's awareness of healthy eating is encouraged by access to healthy foods. They enjoy helping themselves to a healthy snack of fresh raspberries and blueberries, cheese and crackers and drinking from their own individual colour and named cups. Children's understanding is reinforced through practical activities, such as playing the Greedy Gorilla game. They match foods on a menu to the same foods on a card, discuss with the childminder which foods are good for us and which foods children like. Once the cards are used, children post them into the Gorilla's mouth, resulting in a loud noise, which causes much laughter. This extends into a discussion and results in children putting their hands in front of their months and saying 'pardon'.

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and outcomes for children

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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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