Robb, Elizabeth Anne

Inspection report for early years provision

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Unique reference number EY319511 Inspection date 12/10/2010 Inspector Susan Parker

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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 assesses 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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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 2005. She lives with her husband and two children aged six and two years old in the town centre of St. Albans, Hertfordshire. The whole of the childminder's house is used for childminding and 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 years at any one time, of whom no more than two may be in the early years age range. She is currently minding two children in this age range on a part-time basis. She is also registered to care for children over five years to 11 years. The provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The family has two pet cats. The childminder does not work on Wednesdays.

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Description of the childminding

The childminder takes children for walks to the town centre, visiting the library, and shops. She also attends the toys library and the local parent/toddler group.

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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

The childminder is highly effective. Outcomes for children are outstanding as the childminder has an excellent understanding and knowledge of each child's individual needs. She makes very effective observations and has established outstanding links with parents and other settings that the children attend. This ensures that she successfully promotes all aspects of children's welfare, learning and development. Children's safety and security are a priority and the children are learning about keeping themselves safe while exploring the world around them. The childminder has established a self-evaluation system which reflects a detailed analysis of her provision and secures an ambitious vision for future improvement.

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further?

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

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further?

 develop further the outstanding organisation of the systems to ensure that every child receives an enjoyable and challenging experience that is tailored to meet their individual needs.

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the early years provision

The childminder has a thorough understanding of safeguarding issues and attends regular training. Children display an excellent awareness of how to use tools safely and to keep themselves safe at all times. The childminder provides a wide This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 selection of comprehensive policies and procedures, which are implemented consistently to ensure that any concerns are dealt with efficiently. The childminder has excellent systems in place to evaluate and monitor her outstanding practice. She highlights what her provision does well and what areas she wishes to improve. As a result, she continually improves her early years provision and this results in children making outstanding progress in their learning and development. She aims to further develop the outstanding organisation of the systems to ensure that every child receives an enjoyable and challenging experience that is tailored to

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the early years provision

The childminder fully embraces the Early Years Foundation Stage principles, which promotes outstanding outcomes for children in their welfare, learning and development. She has high expectations for herself and sets high standards, which are embedded across all areas of her practice.

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the early years provision

The childminder provides an excellent range of toys, games and resources that are used creatively to achieve the planned learning goals for children. The childminder also uses external resources well, such as toddler groups, to support children's all round development, including their social skills and understanding of equality and diversity. Through good planning and organisation she ensures that all children are included. She gains a good understanding of the children's individual needs, abilities and interests through regular observations and effective evaluation. This ensures that children are well integrated and they all make very good progress towards the early learning goals. 'Learning Journeys' are used for each child. These contain evaluative information and show examples of children's work. Photographs are used very well and included in the daily diaries, which also share information on the childrens achievements.

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the early years provision

The childminder is highly successful in taking steps to close any achievement gaps through well planned activities, which stimulate the children's interests and maintain their concentration. Children learn through meaningful activities about the wider world and openly discuss the similarities and differences in people, places and cultures.

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the early years provision

The childminder efficiently evaluates her practice, using questionnaires which ask the parents to comment on her provision. Parents are also involved in the assessment process, as they are asked to contribute information to the records of their children's progress.

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the early years provision

The partnership with parents and other settings which the children attend are outstanding. This ensures that there is an excellent coherence of learning and development and that the individual and diverse needs of all children are fully met.

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and outcomes for children

Children are eager to attend this highly stimulating and welcoming environment. They make outstanding progress in their learning and are developing the skills which will help them in the future. Every activity encourages all round aspects of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learning. For example, children decide which fruit they would like for a snack. They use all their senses and they describe the colour, shape, texture, smell and feel of the fruits. They are eager to learn new words and discover new experiences. Children accurately describe the colour of the mango, smell it and try to predict what the inside will look and taste like.

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and outcomes for children

Children feel safe and secure in this setting. They learn how to avoid hurting themselves and to acknowledge and avoid risk of harm to themselves and their friends. The childminder ensures that the children are safe by identifying and eliminating any possible risks or hazards that the children may come into contact with. Any trips or outings the children go on are visually risk assessed and all possible precautions are taken by the childminder to ensure that children can explore and learn in a safe environment. Children's good health, safety and well- being are promoted by the experience and knowledge of the childminder and supported by consistent implementation of the policies and procedures, which are individual to this setting. The childminder teaches the children how to use a wide selection of tools, such as knives, responsibly.

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and outcomes for children

Children are adopting healthy lifestyles. They show an excellent understanding about germs and know that they must wash their hands after visiting the toilet or stroking the pet cats. They can do this themselves by using a step to reach the basin and taps. Babies and young children are extremely content and settled as their individual needs are met to a high standard.

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and outcomes for children

Children are learning about the wider world. They use battery operated toys and games with confidence and know how to care for animals. They learn about the similarities and differences between themselves and others. They love to share and talk about their photographs and pictures, which helps them gain confidence and is very effective in promoting their language and communication skills.

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and outcomes for children

The childminder manages children's behaviour sensitively. This promotes their self- esteem and is a major factor in promoting children's confidence to try new challenges and to sustain outstanding levels of learning. She provides a well- balanced selection of interesting and imaginative activities to enhance children's progress in all areas of learning. Children are encouraged to play a full and active role in choosing activities and are given the time and encouragement to develop these. They show high levels of curiosity and are inquisitive learners.

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and outcomes for children

The children are very confident and the childminder is skilled in encouraging the children to think about what they are doing and what may happen next. They are developing very good social skills. Even from a very young age, children are learning how to interact and how to share toys. Children feel and describe the different weight of the fruit, noting that the mango is heavy. Their understanding of number and problem solving expands each day as they slice the banana and share it out.

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and outcomes for children

Children see familiar words displayed around the room and regularly practise mark making and early writing skills, using a variety of tools and materials. The childminder has an excellent knowledge of how children learn and introduces questions and challenges to stimulate the children's thinking every day. This is very This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 effective in supporting children's learning and enables them to make outstanding progress in all areas of their learning and development. 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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Early Years Foundation Stage

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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