Marshall, Teresa Ann

Inspection report for early years provision

p.1

Unique reference number EY398891 Inspection date 15/04/2010 Inspector Denys Rasmussen

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 has been registered since 2009 and is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives in a house with her husband, adult son and daughter in St Paul's Cray in the London borough of Bromley. The family have a pet dog and snake. There is a fully enclosed garden for outdoor play and the downstairs of the home is used for childminding purposes. The childminder is registered to care for a maximum of six children, of whom three may be in the early years age group at any one time. There are currently three children in the early years age range on roll.

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 motivated and caring childminder has successfully created a welcoming, relaxed and inclusive environment where children can play, rest and eat in comfort. Children's individuality is recognised and nurtured by the childminder, who has a secure knowledge of their individual needs, interests and abilities. The effective relationships she has fostered both with parents and others, along with her sound understanding of the Early Years Foundation Stage, ensure children are making good progress in their learning and development. The childminder's commitment to relevant training and her ongoing self-evaluation provides a sound basis for her capacity to maintain continuous improvement. The childminder gives high priority to safeguarding children. Her effective policies and procedures ensure children are able to play in a safe, secure and stimulating environment.

p.4

further?

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

p.4

further?

 develop self-evaluation systems to collate all the information into a working document  improve hand drying provision to reduce the risk of cross-contamination.

p.4

the early years provision

The childminder's effective risk assessment process, along with her policies and procedures, reflect her good practice, which enable children to play safely both indoors and outside. The childminder has a good understanding of her responsibility and legal duties with regards to child protection issues. She ensures the appropriate checks are completed on any person aged over 16 who lives in her household to protect the children she cares for. The childminder is clear about her strengths and weaknesses and adapts and improves her practice after discussion with the children's parents. The childminder has identified that she wants to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 develop her self-evaluation systems to collate into a working document. She has attended all the mandatory training and has planned to attend further training to up-date and increase her knowledge. For example, she intends to attend a six

p.4

the early years provision

week course to increase her knowledge in how to support children with special educational needs and/or disabilities.

p.5

the early years provision

The childminder's home is conducive to learning, organised with good quality age appropriate play resources and the children have free access to the garden. The childminder has a good understanding of how to help children to achieve taking into account barriers to learning. She ensures there is no gender stereotyping of toys and activities and that children with special educational needs and/or disabilities are well supported to be able to participate in all activities. For example, she has a pictorial exchange communication system to support children who do not communicate verbally.

p.5

the early years provision

The childminder has fostered good relationships with the parents and other professionals involved with the children. She welcomes the parents' views and suggestions when planning activities. She respects parents' wishes in the care of their child and the effective two-way flow of information, which is both written and verbal, ensures consistency. The parents comment that they trust the childminder and value the contribution she makes in their children's lives. They appreciate her good communication by diary, e-mail and daily discussion and the good relationship she has with the children's school to enable information to be shared easily. They comment that the childminder is extremely well organised and that their children have come on in 'leaps and bounds'; 'a childminder who is able to handle any situation with thoughtfulness and maturity'.

p.5

and outcomes for children

Loving and caring relationships with the children are evident; the childminder intuitively attends to the children's needs both physically and emotionally, ensuring they feel safe and secure. The children are taught about road safety at school, which the childminder reinforces when they are with her. A child said 'we say good looking, good listening and good thinking' when asked about how she crosses the road. Children are encouraged to adopt healthy lifestyles; for example, incorporating fresh air and exercise as part of the daily routine. The children are offered nutritious home cooked meals and snacks which take into account their likes and dislikes. The childminder encourages children to adopt good personal hygiene routines such as washing their hands appropriately; however, using the same towel to dry their hands presents a risk of cross-contamination. Nevertheless, the childminder protects children's health well by implementing

p.5

and outcomes for children

effective policies and procedures and by gaining detailed information about their individual needs before they attend and on an ongoing basis.

p.5

and outcomes for children

The childminder uses her detailed observations of the children to plan for their future learning and development. They are linked well to the areas of learning and presented attractively with photographs for parents' information. The childminder finds out about the children from their parents as to where they are in their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learning and development and their personal likes and dislikes so she is aware of their starting points. She has effective planning systems in place; for example, a spider chart for each month, linking planned activities to each area of learning, taking into account the children's current interests. The childminder ensures she exploits everyday routines to help the children learn. For example, a child proudly shows the shopping list she has written before they went to buy their tea. She explains how much the shopping cost and points to the receipt. The children are

p.5

and outcomes for children

very enthusiastic about the activities they participate in with the childminder and explain confidently what they have been doing.

p.6

and outcomes for children

The childminder encourages the children's love of books by taking them regularly to the library and reading to them often. The childminder meets individual needs well, for example, by buying a reading scheme for a child because she was progressing so well and needed more of a challenge. The childminder ensured it was the same scheme used by the child's school. The childminder supports the children's language skills well through conversation, reading and songs and by responding positively to the children's gestures and pictorial communication, praising their efforts at communication. The childminder encourages mark making and uses a white board to scribe for children when they ask, as one child likes to copy words she doesn’t yet know. The children talk about their feelings and the childminder responds sensitively. The children learn about how plants grow through discussion, writing about it and growing cress which they later ate in a

p.6

and outcomes for children

sandwich. Children are well behaved and care about each other because of the childminder's skilful interaction and respectful guidance. Children's social skills are promoted when they are taken to regular groups. Children's creativity is nurtured through dancing and music sessions, accessing art and craft materials to make their own creations and by the resources and experiences the childminder provides to spark imaginative play. 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