Bateman, Anne Margaret

Inspection report for early years provision

p.1

Unique reference number EY246434 Inspection date 07/12/2010 Inspector Victoria Vasiliadis

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 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.

p.1

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 was registered in 2002. She lives with her husband and children in a residential area of Hatch End in the borough of Harrow. The whole of the home is used for childminding with the exception of the master bedroom. There is a fully enclosed garden available for outside play.

p.4

Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She may care for five children under eight years, of whom two may be in the early years age range. She currently has one child on roll within the early years age range, who attends on a part-time basis.

p.4

Description of the childminding

The childminder is a member of the National Childminding Association and Harrow Childminding Network. She is also Quality Assured through the local authority.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

p.4

The overall effectiveness of the early years provision

Children are making exceptional progress in their learning and development as a result of the childminder's extensive knowledge and understanding of how children learn and develop. There are highly effective systems in place to ensure partnerships with parents, carers and others are fully promoted. This ensures the needs of all the children are successfully identified and met. Self-evaluation is comprehensive and reflective, which means that the childminder is able to sustain existing high standards to ensure the continued success of the service she offers.

p.4

further?

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

p.4

further?

 continue to develop and extend children's understanding and interests in ICT.

p.4

the early years provision

Children's safety is given top priority as the childminder has clear policies, strategies and procedures in place to ensure that children are safeguarded and their welfare promoted. She has an excellent understanding of her roles and responsibilities to ensure that children are protected from harm. Comprehensive risk assessments are in place which effectively identify potential risks and how to manage or eliminate risks. For example, safety gates are in place at the kitchen This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 door and to prevent access to the stairs. Smoke alarm checks and fire evacuation practices are clearly recorded. All adults living in the household have been suitably vetted and children are not left alone with individuals who have not been checked. In addition, the childminder is very secure in her knowledge of child protection issues and the possible signs and symptoms that may be displayed. She has

p.4

the early years provision

recently completed child protection training in order to remain up to date with current issues.

p.5

the early years provision

The childminder is extremely well organised and has an extensive selection of policies and procedures in place which support her practice. In addition, all of the legally required documents and records are in place to ensure the safe and efficient management of the setting and to effectively meet the needs of all the children. The childminder provides the children with an excellent range of high quality equipment, toys and resources which challenges and interests the children. They are able to make choices in their play and readily help themselves to toys and equipment from the low-level cupboards. The childminder is highly effective at ensuring that all children are fully involved and their development is outstanding in relation to their starting points. She ensures that she is fully aware of each child's background and individual needs and she works with the parents to make certain every child receives high levels of support at an early stage. Children are learning

p.5

the early years provision

about equality and diversity as they celebrate festivals, such as Eid, Christmas and Chinese New Year. In addition, children are provided with resources and books that reflect positive images of the wider community in which they live. They are also regularly visited by the local Community Support Officer and attend places of interest. This increases the children's understanding of the society in which they live.

p.5

the early years provision

The childminder is highly committed to developing her service in order to improve outcomes for children and she does this through self-evaluation. For example, she seeks the views of the children by talking to them about what they like and don't like about her setting, and if appropriate will make changes in order to ensure that the children's opinions are respected and acted upon. In addition, she regularly talks to the parents and seeks their views and works with the early years advisors from the local authority. The childminder recognises the importance of continually developing her skills through training courses, reading childcare articles and working closely with other childminder colleagues. For example, she is involved in the Every Child a Talker (ECaT) programme which supports children's early language and communication development. As a consequence, the childminder is able to sustain existing high standards in order to benefit the children's care,

p.5

the early years provision

Children benefit from the highly positive relationships between their parents and the childminder. Parents receive copies of her informative welcome pack which contains information about her comprehensive policies and procedures, the Early Years Foundation Stage, planning and observations. She also sends out regular newsletters informing parents of her planning and completes written reports on children's development. Parents fill in an 'all about me' form and also a questionnaire relating to the ECaT programme which asks parents how much they know or need support with their child's language development. In addition, she asks the parents to fill in a questionnaire every term, regarding what their child is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 interested in, what areas of development they are working on at home and children's likes and dislikes. This helps the childminder to decide individual learning

p.5

the early years provision

targets for the children in conjunction with the parents. In addition, the childminder has developed very effective links with the local nursery school in order to ensure that children's learning is complemented whilst they are in her care. For example, she liaises with the nursery teacher to discuss children's ongoing development and the next steps in their learning. Subsequently, these strong partnerships contribute towards children receiving consistent care and continuity in their learning and development.

p.6

and outcomes for children

There are effective systems in place to identify children's starting points and planning, observation and assessment are successful. Therefore, children are making excellent progress in their learning and development and their individual needs are well met. Thorough systems are in place to monitor children's learning and development and the childminder ensures observations and individual learning plans identify the progress that children are making. This demonstrates the childminder's extensive knowledge of the Early Years Foundation Stage and understanding of how children learn and develop.

p.6

and outcomes for children

Children are learning the importance of how to keep themselves safe. For example, fire drills are routinely conducted; this ensures that children know what to do in the event of a fire. Discussions take place with the children about how they can stay safe, such as when using the scissors and also about ensuring that small objects are put away safely, so that younger children can not pick them up and choke.

p.6

and outcomes for children

The childminder has formed positive relationships with the children she cares for. As a result, children feel secure and confident to explore their environment. For example, children show increasing independence skills as they select and carry out activities based on their own choices and interests. The children have access to a good balance of adult-led and child initiated activities. They are provided with experiences and opportunities that are challenging but achievable. Children's learning is extended as they actively explore and take delight in playing with the activities and resources available to them. They show enthusiasm for learning and are eager to take part in activities. For example, children take great pleasure and pride in decorating their cut out Christmas trees.

p.6

and outcomes for children

Children's self-esteem and confidence is fully promoted as the childminder encourages children to share their feelings and talk about why they respond to experiences in particular ways. The childminder has also devised a 'feelings' board whereby the children can move their photo to the different emotions that they maybe feeling, such as happy, sad or cross. In addition, stories and discussions take place with the children to help them to develop an awareness of their own needs and feelings, and to be sensitive to the views and feelings of others. The childminder maintains clear, reasonable and consistent limits so that children can This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 play and work feeling safe and secure. She consistently praises and affirms children's positive behaviour and achievements.

p.6

and outcomes for children

The children's communication and literacy skills are successfully supported as the childminder provides the children with time and relaxed opportunities to develop spoken language through sustained conversations. For example, discussions take place about how they will decorate the Christmas tree after they have purchased it and where they will buy the decorations from. This is then extended and lists are made of what will need to be bought when they visit the shop. This increases children's understanding that what they say can be written and read. Furthermore, the childminder poses many open-ended questions to make children think for themselves, particularly whilst reading stories. For instance, the children thoroughly enjoyed the opportunity to discuss the story and to give their own interpretations of what they felt was happening in the story.

p.7

and outcomes for children

Children have opportunities to experiment with numbers as they take part in games such as counting the number of decorations on the Christmas tree poster. They are also becoming familiar with written numbers as they take part in games whereby they must identify the number cards that the childminder calls out. The childminder also talks to the children about shapes and different sizes. In addition, sand timers are used confidently by the children to recognise the amount of time they have left before they have to get ready for nursery or how much time adults are taking in conversations.

p.7

and outcomes for children

The children are provided with a stimulating environment that offers a range of activities which encourages children's interest and curiosity, both indoors and outdoors. For example, recent activities have taken place about autumn and children have collected leaves which they used to create their own pictures. Children also learn how to care for living things as the childminder talks to them about how to behave with pets. Children are beginning to develop an interest in technology as they have access to a laptop and appropriate software. This is also an area that the childminder is keen to develop.

p.7

and outcomes for children

Children's health is very well supported and they are provided with healthy snacks which take account of any dietary requirements or allergies. For example, fruit with breadsticks or rice cakes and children are reminded to take regular drinks in order to stay hydrated. Children have access to an outdoor area where they develop their physical skills as they can climb and run around. Children are encouraged to wash their hands before eating or after using the toilet and know the significance of this. There are also picture cards in place which offer visual clues and reminders to the children to wash their hands. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

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

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 1

p.8

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

p.8

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.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.9

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.9