Newman, Rowan

Inspection report for early years provision

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Unique reference number EY361651 Inspection date 13/10/2010 Inspector Susan May

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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 registered in 2007 and lives with her husband and three children aged two, six and seven years in Aldershot, Hampshire. All of the premises is used for minding. There is a fully enclosed garden for outdoor play. The family have four cats.

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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 and may care for a maximum of three children under eight years at any one time. The childminder is currently minding one child in the early years age group.

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Description of the childminding

The childminder is prepared to take and collect children from local schools.

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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 meets children's individual needs as she provides an inviting setting where children rest, play and learn in a child friendly environment, recognizing that learning through play, games and songs and through children's interests is the best way to move their learning forward. The childminder's home is attractively set out, encouraging children to play with the toys and resources that are easily accessible to them, children's posters are displayed on the walls throughout the home. Risk assessments are in place, however, while she has ensured that there is no impact on the safety of the children as she has made her premises safe, risk assessments have not been updated to reflect changes to the home in which she now lives. The childminder builds up extremely good relationships with parents offering flexibility in her care to promote continuity and ensure she meets children's needs; this is less evident with others involved in the

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The overall effectiveness of the early years provision

children's care. The childminder holds a recognized childcare qualification, demonstrates a commitment to improvement and has begun to self evaluate the provision by identifying strengths and areas where improvements would enhance children's welfare and learning opportunities.

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further?

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

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further?

 ensure risk assessments are regularly updated to identify and minimise risks, in particular with regard to the garden  continue to develop systems for self evaluation to identify the setting strengths and priorities for development to further benefit the quality of the provision for the children  continue to build links with the school to support the individual needs of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children, particularly in regard to their learning and development

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the early years provision

Children feel secure and confident as the childminder organises the childminding day to provide access to a variety of play experiences that include both adult and child initiated activities. Toys and resources are easily accessible, well maintained and provide a variety of opportunities to reinforce and gain new skills. Further resources are often borrowed from a group the childminder attends to target specific areas of learning, for example, a range of resources that reflect positive images. Activities and resources are adapted as necessary to ensure that all children can participate appropriately for their age and stage of development. Children remain safe as all adults in the household have appropriate checks. The childminder supervises children at all times both on and off the premises and has a clear understanding of the signs and symptoms of abuse, all the appropriate information and procedures are in place to follow if she has any concerns about a

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the early years provision

child in her care. Children are kept safe in the childminder's home; she has identified hazards and put in place some safety measures to minimise risks, such as fencing off the rear part of the garden and putting a fence around the pond, these have not been fully updated to reflect changes to the premises in which she now lives. Children's details are discussed with parents, recorded, and all information kept securely and confidentially. Policies and procedures including complaints are shared with parents prior to the children being cared for to ensure there are clear expectations of the childminder's practices. The childminder is proactive in working with parents and parental feedback is extremely positive as parents offer comments such as, "would happily recommend to others", "I think she does a wonderful job, provides a safe and friendly environment and is always professional. Less consideration has been given in communicating with others

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the early years provision

involved in the children's care to ensure coherence and continuity in children's learning, for example, with pre-school staff.

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the early years provision

The childminder has developed an effective system for observing, assessing and completing learning journals to show children's progress. She recognises and uses these as a tool, alongside her good knowledge of the children, to help plan their next steps and move their learning forward. For example, after observing that a child is managing to put on dressing up clothes well, she encourages to putting on their own shoes, coats, socks when going outdoors and has identified next steps as providing access to clothes with more complex fasteners such as zips. Parents have access to children's records and daily verbal discussions ensure they remain fully informed. Parental feedback, comments and suggestions are welcomed. The childminder demonstrates a commitment to improving as she regularly meets with other childminder's, at groups she attends, where information from local authority advisers, childminders and childminding mentors is shared. The childminder has

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the early years provision

begun to self evaluate her provision and is beginning to develop her skills in assessing her practices to identify the setting strengths and priorities for development to further benefit the quality of the provision for the children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children move confidently around the childminder's home, enjoy a warm relationship with her and look to her for support if they are not feeling quite themselves, for example, when they have a cough or a cold. Children are eager to sample the toys and resources available to them and express pleasure as they play with the variety of easily accessible equipment. The childminder offers each child individual care and attention; helping to support their learning she uses age- appropriate techniques to extend their knowledge and understanding. For example, to encourage children to develop language and communication skills, young children who have not yet developed speech, make 'sounds' to the childminder, who repeats them back, thereby encouraging children to 'talk' back to her. Older children enjoy detailed conversations with the childminder who is skilled at asking open ended questions to develop their thinking and vocabulary. Children

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and outcomes for children

are praised for their efforts and express pleasure as the childminder tells them they have done well. Children have good access to books in the home and young children enjoy sitting alone on a comfy sofa or with the childminder to look at books and listen to simple stories.

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and outcomes for children

Children develop a sense of belonging as the childminder knows each child well; is fully aware of each child's family context and circumstance, their home life and parental preferences. Routines are met in line with parental wishes and the daily needs of the children themselves, for example, they have the opportunity to rest or complete quiet activities if they are feeling tired. Children find out about the needs of others as they venture into the local area, socialise with other children in the pre-schools, schools and in the childminder's home and at groups they attend. This helps them begin to recognise similarities and differences of culture, gender and disability, and learn to value each other as individuals. This is well supported by the resources available to promote positive images. Children have ample opportunities for fresh air and exercise and to find out about the natural world as they go for walks, visit local parks and shops and play in the childminder's garden.

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and outcomes for children

There are opportunities for them to ride on wheeled toys, negotiate a path of their choice as they move around the home and garden, and develop control and co- ordination as they have access to a variety of construction toys with which to build and develop problem solving skills. For example, as they fit together the small world village and train track. The childminder identifies colours as the children play, for example, as they choose coloured pens, pencils and crayons with which to draw. Children begin to recognise number and complete simple addition and subtraction as they sing songs and rhymes such as, one, two, three, four, five, once I caught a fish alive. Child related posters around the home provide further opportunities for number and word recognition. Children explore their creativity as they have access to some art and craft materials in the home and opportunities to experiment with a wide range of media at groups they attend. They have access to

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and outcomes for children

role-play resources and use their imaginations to explore situations. For example, as they play with the train station and train track they talk about buying a train ticket, going to the zoo, what animals they will see and what their picnic lunch will be. The childminder sings nursery rhymes and songs with the children to help This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 them develop enjoyment and pleasure from the music, and promotes their self- esteem and confidence as she praises them when they sing by themselves.

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and outcomes for children

The childminder has clear expectations of behaviour and provides a good base on which children can develop sound social skills, begin to learn how to care for themselves, others and the world around them. The childminder is especially skilful in helping them begin to understand about themselves, why they need to follow good hygiene practices, eat healthily and look after their bodies. For example, why they wash hands to prevent the spread of germs after blowing noses. Children begin to understand about caring for each other through discussions and clear age appropriate explanations to their questions, for example a child asks "what is a baby"? The childminder responds explaining that a baby is a new life, and that we need to be understanding and be patient with babies and very young children, as they still have to learn to do all the things that they can. Children's self-esteem and confidence is built as the childminder praises them frequently, respects and values

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and outcomes for children

their thoughts and opinions and has regard for their comments. She promotes independence as for example, children self select toys and resources they wish to play with and have choices about what they would like to eat, this helps a sense of self and of belonging. Children learn to keep themselves safe as they begin to understand the possible consequences of their actions, for example, why they should stay close to the childminder, pay attention to the traffic and cross the road in appropriate places when they are out walking. The childminder is on hand to offer support when it is required and children often invite her into their play, she recognises that children learn through play and provides a good balance of adult led and child initiated activities, is flexible in her planning and often takes a cue from requests from the children as to what they would like to do. She has a good knowledge of the early learning goals and this along with a commitment to

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and outcomes for children

developing her practice ensures children continue to thrive in her setting. 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 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 1 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 1 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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