White, Helen Dawn

Inspection report for early years provision

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Unique reference number EY342181 Inspection date 12/05/2010 Inspector Karen Molloy

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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 2006. She lives with her husband, two adult children and one child aged 13 in Garston, Watford, Hertfordshire. The whole of the ground floor of the childminder's house is used for childminding. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register to provide care for a maximum of six children under eight years, of these no more than three may be in the early years age group and of these no more than one may be under one at any one time. She is currently minding two children in this age group. She is also registered on the compulsory and voluntary parts of the Childcare Register to provide care for children aged over five to 11 years and is currently minding one child in this age group. The childminder walks to local nurseries and schools to take and collect children. The childminder attends local pre-school groups and is a member of the National Childminding Association (NCMA). The family has a dog.

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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 safe and stimulating environment for children. They confidently explore and investigate the many interesting activities and experiences which are adapted to meet their individual needs. Consequently, children are making good progress in their learning and development. The childminder's commitment to working in partnership with parents and others, further supports her ability to cater for all children's individual needs and general well-being. Children's welfare is protected by secure policies and procedures which help to keep them safeguarded. The childminder demonstrates a positive approach towards developing her practice and effective self-evaluation ensures there is the capacity to maintain continuous improvement.

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further?

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

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further?

 increase the opportunities for children to use everyday technology.

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the early years provision

The childminder organises her childminding practice efficiently in order to promote the outcomes for all children. Her records are well-maintained and these underpin the smooth running of her setting. Policies and procedures are shared with parents so that they are fully informed of the different aspects of her practice. The childminder demonstrates a sound understanding of safeguarding children and is clear of her role and responsibilities. All household members have completed the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 required suitability checks. She knows what to do if she has any concerns about child protection and has the necessary information to enable her to seek advice. Regular risk assessments of the premises and for each specific outing that children enjoy are carried out. Children are well supervised and these practices help to ensure children are kept safe.

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the early years provision

The childminder ensures that she promotes inclusive practice so that that each child feels valued. She works in partnership with parents to gather information about children's individual needs and adapts activities so all children can participate and make progress. Children benefit from a well-resourced learning environment where they celebrate differences and have opportunities to access a good range of resources and activities, which actively promote inclusion and diversity. For example, the childminder is enthusiastic about encouraging children to use and introduce to others words from their first language as well as using CD's to learn songs in different languages. As some of the resources are stored in a cupboard, the childminder has made a photographic book of all the toys and resources so that children can browse through it and make decisions about what they would like to play with, thereby encouraging their independence and involving

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the early years provision

them in planning the activities. The childminder has developed strong partnerships with parents. A well-presented portfolio and 'welcome pack' ensures parents are fully informed of the childminder's service. Information about each child is shared verbally on a daily basis and a diary for each child promotes a valuable link between home and the childminder. Regular reviews ensures both parties have the opportunity to discuss children's progress and encourages open and honest communication. The childminder has begun to build links with others, such as the local nursery to promote continuity in children's ongoing development.

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the early years provision

The childminder has a positive and pro-active approach to evaluating and improving her practice. She holds an up to date first aid qualification and has completed training in a number of areas including safeguarding, working with parents, observation, assessment and planning, risk assessment and positive behaviour management. This has increased her knowledge and understanding and is evident in her practice. The childminder actively seeks the views and thoughts of both parents and children, through questionnaires and discussion, who both feedback positively. Consequently, systems to reflect and bring about improved outcomes for children are secure.

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and outcomes for children

The childminder successfully promotes children's learning through play and continues to develop her own knowledge of the Early Years Foundation Stage to ensure children receive a balanced and broad range of experiences. She has established individual learning journeys and makes regular observations of children that, together with photographs and samples of children's work, illustrate their achievements. Assessments of the children's development informs planning and the childminder is led by the children's individual interests, which ensures children are enthusiastic and keen to participate in the activities. Both parents and children contribute to this process and children's opinions are really valued; they are asked This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 about favourite activities and if there is anything they do not enjoy. Parents give information about children's activities and interests and all comments are used to

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and outcomes for children

develop planning and support children's overall development. Children with additional needs receive appropriate support and activities adapted accordingly to aid their learning opportunities within the provision. As a result, children are making good progress towards the early learning goals.

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and outcomes for children

Children are happy and secure in the childminder's care. They form close, trusting relationships and interact positively. Children approach the childminder confidently to ask a question or tell her something and in turn the childminder responds warmly and with interest. They are comfortable in their environment and a variety of resources ensures they are busy and engaged at all times. Various posters, including numbers and animals are displayed around the childminder's home and support children's learning. Children become involved in role play and enjoy caring for their babies, using small world play and puppets to fuel their imagination. Children are developing knowledge and understanding of the natural world around them. For example, they enjoy playing in the garden, planting seeds, growing vegetables and using magnifying glasses. However, there are few opportunities for children to use everyday technology and increasing these will ensure all areas of

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and outcomes for children

learning are fully promoted. Children are encouraged to be active, though activities such as music and movement or indoor skittles and daily opportunities to play outdoors helps to promote children's all round physical skills and general well- being. Many opportunities exist for children's creative development; they paint, draw, create collages and explore various media such as sand and water. Older children are supported with homework. Children's communication and language is developing through good use of books, for example, children use lots of expression to tell the 'Hungry Caterpillar' and others paint their own interpretation of the story so they can re-enact it. The childminder makes a video of it and children are excited to watch it again and recall the activity.

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and outcomes for children

Children's health, safety and well-being are promoted well through discussion and practical experiences. They are involved in regular emergency evacuation drills, which supports them to understand the importance of getting out of the house quickly and safely in an emergency. Children have enjoyed visits to the fire station to extend their learning. They learn to keep safe by discussing road safety, travelling safely and wearing high visibility jackets in the winter months. Sensible house rules such as tidying away when they have finished playing and not swinging on chairs contribute to children managing their own safety. Children learn about healthy lifestyles as they spend time outdoors on a regular basis. They enjoy many activities in the garden and they find out about the natural environment as they enjoy visits to the park and long walks, collecting leaves along the way. Children have individual towels and a poster in the bathroom encourages children

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and outcomes for children

to wash their hands correctly. They clear away and wipe their own mat at mealtimes, which promotes their understanding of good hygiene. The childminder demonstrates a good understanding of the importance of providing children with a balanced and healthy diet. She is keen they experience a variety of colours, textures and tastes. As a result, children enjoy nutritious meals and snacks and drinks are easily accessible throughout the day. The childminder has also completed a food safety course to support her practice further. The childminder is a positive role model and children are encouraged to be polite and respectful of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 others and to develop good manners. They behave well and respond well to clear and consistent guidance. Children are given much praise and encouragement which in turn, promotes their confidence and self-esteem.

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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 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 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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