Harper-Wilkinson, Penelope

Inspection report for early years provision

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Unique reference number EY278222 Inspection date 17/05/2010 Inspector Anneliese Fox-Jones

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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 2004. She lives with her husband and three children aged 22, 14 and seven years. Another two adult children who are at University frequently visit the family home. The family live in a house, in the London Borough of Barnet. The ground floor, adult bedroom and bathroom of the childminder’s house is used for childminding. There is a fully enclosed back garden for outside play. The family have guinea pigs.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. When working alone, she may care for a maximum of five children under eight years, of these, not more than three may be in the early years age group, and of these, not more than one may be under one year at any one time. When working with an assistant, the childminder may care for no more than six children under eight years, of these, not more than five may be in the early years age group, and of these, not more than one may be under one year at any one time. The childminder is currently minding six children in the early years age group and one child who attends after school.

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Description of the childminding

The childminder walks to local schools to take and collect children. The childminder is a member of an approved childminding network and accredited for the delivery of nursery education.

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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

The childminder provides a welcoming and inclusive service as children experience close and warm relationships with the childminder which helps them to feel confident, secure and stable. The childminder effectively supports children to make good progress in their learning and development. Children's welfare is promoted through many positive practices and procedures which helps to ensure that all individual needs are fully considered, valued and kept safe. A thorough evaluation process enables the childminder to acknowledge the strengths of her practice and identify areas for future improvements, she is keen to develop further planning and observation systems underpinning children's learning. These processes are further enhanced by the secure and professional partnerships with parents to ensure consistency and effectiveness. The childminder attends appropriate training to stay up-to-date, develop her own experiences and extend her service, putting the

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further?

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

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further?

 develop the system for observing and assessing children to identify children's individual learning priorities and match these to the expectations of the early This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learning goals  extend partnerships with parents to enable them to regularly contribute to children's assessment records and become highly involved in their child's continuous learning and development.

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the early years provision

The childminder strives to provide good quality care and education. Her documentation is well organised and easily accessible. All the required policies and procedures for the safe management of children are in place and records for children's health and safety are appropriately maintained. The premises are safe and inviting with many pictures of the children displayed. The childminder is vigilant with regards to children's safety. Clear and effective risk assessments are undertaken regularly to enhance children's safety throughout all areas and when walking to the local school. Children are further safeguarded as the childminder is aware of the procedures to follow should she have any concerns regarding a child in her care.

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the early years provision

The childminder shows an excellent approach to making improvements to her provision which is evident within her self-evaluation. She demonstrates a great enjoyment of her work and is motivated to continue to develop practice and thereby improve the outcomes for children. She attends an extensive range of training in the early years field and her reflective practice is a strength of the provision. Children access a range of appropriate resources, to develop their independence. Further opportunities are made for children to ask for and choose other resources that are available. Children are able to access the garden altogether at regular intervals during the day. When necessary the childminder shares supervision with her husband and assistant, very effectively and as a result, children receive high levels of support and behaviour is very good.

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the early years provision

The childminder puts the promotion of equality of opportunities at the heart of her work and has an excellent understanding of anti-discriminatory practice. This means that children are treated as individuals and she can provide a service which is inclusive for all children and their families. Her comprehensive procedures for gathering information about children mean that she builds up an excellent understanding of each child's needs, background and beliefs. She uses this knowledge when planning activities and ensuring that children are offered appropriate support to participate and information to enable them to learn and respect each other. Children's self-esteem is greatly promoted and they feel valued as they are praised for both their efforts and achievements. Children are happy and confident in their play and develop a strong sense of belonging as they feel included and welcomed into the setting. The extent to which children make a

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the early years provision

positive contribution and the effectiveness with which of equality and diversity is promoted are outstanding features of the provision.

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the early years provision

There are effective working relationships with parents which contributes to children's individual needs being met appropriately. Parents receive good information about daily events, activities and updates on their children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 achievements and progress. However, systems for collecting and updating developmental information from parents is less well embedded, to enable parents to regularly contribute to their child's continuous learning and development records. Through parents letters of compliment, it is evident that they have high levels of appreciation and respect for the childminder. They praise the childminder for creating a 'flexible, kind and welcoming environment where they receive regular photographs, showing their children involved in a variety of experiences. The childminder always makes time for little updates by a variety of methods and

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the early years provision

the photo collections are invaluable. The childminder often goes beyond the duty of childcare, and parents feel very lucky to have found her'.

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and outcomes for children

Children's welfare is effectively promoted through everyday routines. They learn about healthy eating practices as they eat an appropriate diet provided by their parents. Children are encouraged to be active as they make regular walks to the local school to pick up children and they have access to many resources in the garden, including: bikes, rockers, balls, skipping ropes, a swing, slides and various small resources which help to develop their muscles and coordination. The childminder is close at hand to give clear and consistent guidelines about how to play safely. Children develop high levels of confidence because they are valued and encouraged at all times. Respectful behaviour and caring attitudes are reinforced and strategies for managing children's behaviour are appropriate for the children's level of understanding. For example, they learn to share toys and take turns when playing, through the positive use of a timer. They develop social skills that will

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and outcomes for children

stand them in good stead for their future. The children have a very clear understanding of what the childminder expects. They choose what to do and politely ask for different resources. Overall, children display very good behaviour and respect for one another. They are cooperative and polite to both the childminder and each other as they display good manners such as please and thank you.

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and outcomes for children

Children are offered a varied range of experiences that meet their needs and promote their development. They explore their surroundings and play resources with enthusiasm and remain focussed and interested for long periods of time. The childminder allows them time to socialise and play harmoniously with others and intervenes when it is appropriate. Children have good opportunities to learn and develop through a balanced range of activities. They confidently access the environment where they are supported to develop their own ideas and be creative. For example, children are eager to participate in art and craft activities as they make a range of shapes using Hama beads. They are enthusiastic to decorate a biscuit brought in by one child, that they divide into three. They are excited to decorate with sprinkles, smarties and squeeze on coloured icing before devouring. Children express their ideas and use their imaginations as they participate in a

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and outcomes for children

variety of role play activities. Most popular are the groovy girls dolls, which both boys and girls play happily together.

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and outcomes for children

The childminder has begun to record observations and assessments with colourful This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 photographs and notes. Thus, children's individual folders provide a useful record of their progress. However, she has yet to link assessments to the expectations of the early learning goals and to identify for planning purposes, children's next steps in their learning. Nonetheless, it is evident through discussion that the childminder knows the children in her care well and uses this knowledge to support them in their development. Young children develop skills for the future such as literacy and numeracy through play and day-to-day experiences. For example, they share books, experiment with mark making and develop an awareness of number and problem solving through songs, puzzles, sorting, patterns and sequences in their play. Electronic and interactive toys are used to introduce children to simple

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and outcomes for children

modern technology. The childminder's professional approach towards diversity and inclusion ensure that children develop a positive awareness of themselves and others. As a result, children learn effectively through play and develop a strong sense of security to ensure they can relax and have fun. 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 2 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 1 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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