Cambian Great Dunmow School

Inspection report for early years provision

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Unique reference number 149357 Inspection date 05/01/2011 Inspector Lynne Talbot

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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 has been registered since 1992 and working within childcare since 1989. She lives with her husband and two adult daughters in Stevenage, Hertfordshire. The whole of the ground floor of the home is used for childminding together with identified rooms on the first floor. There is a fully enclosed garden for outside play. The family has a cat, a dog, a guinea pig and fish in a tank and in a pond in the garden.

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Description of the childminding

The childminder is able to provide care on each weekday during term time and school holidays. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently six children attending part-time hours, three of whom are within the early years age range.

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Description of the childminding

The childminder is able to take and collect children from local schools and pre- schools. The childminder is able to support children with special educational needs and/or disabilities and children who speak English as an additional language.

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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

Children's individuality is respected by the childminder because she develops a clear knowledge of each child's care needs and development. She creates an effective working relationship with parents and partnerships with other settings that children attend are developing. These steps ensure that children's needs are met and that activities planned promote good progress overall. The childminder takes positive steps to promote children's health and welfare through established daily routines, routines to manage risk and safeguarding knowledge. However, there is only a partial record of risk assessment maintained which is a breach of regulations. The childminder has a positive attitude towards continued development; this commitment demonstrates a good basis for improvement thereby maintaining a service that is responsive to children's needs.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 make a record of risk assessment clearly stating when it was carried out, by whom, date of review and any action taken following a review or incident (Documentation). 27/01/2011 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 To further improve the early years provision the registered person should:

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further?

 develop further understanding of reflective practice in order to confidently identify aspects of the childminding service that are done well, and those aspects that might be improved, so at to continue to promote good outcomes for children.

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the early years provision

Children's welfare is well promoted because the childminder has a good knowledge of the Early Years Foundation Stage. She has a firm understanding of her roles and responsibilities relating to safeguarding implementing clear procedures which fully protect children. The childminder makes sure that she checks the Local Safeguarding Children Board procedures and updates her records accordingly. She ensures that all persons required undertake the appropriate checks to safeguard children. Risk assessments for the home are undertaken frequently with basic policies and aide memoir lists for daily checks used. Records of risk assessment are maintained for all outings undertaken. However, whilst the impact on children's safety is minimal, the specific legal requirement for recording details of risk assessment is not met and is a breach of regulations. Children explore with close supervision and take part in daily safety awareness routines. They learn about road

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the early years provision

safety, safety in the home and take part in regular emergency evacuation to broaden their personal safety awareness. Procedures for illness and medical assistance are well-planned with backup support available to ensure children's safety.

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the early years provision

The childminder offers an inclusive service for all children in her care and ensures that she understands each child's background, culture, beliefs or individual need in order to tackle discrimination. She is aware of individual learning styles and uses this in daily planning thereby making sure that every child is supported to reach their potential. For instance, crafts works using cars and trucks support creativity whilst natural materials from the garden used with animals or dinosaurs stimulate children explore the world around them through role play. The childminder uses every opportunity to broaden children's knowledge of the society around them. They are introduced to signing and Braille in the home, and they visit the museum where they explore history and the natural world. Children share each others culture and learn about extended families. The childminder works with parents to share children's home languages such as Swahili and Afrikaans. This helps all

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the early years provision

children to be appreciative of others. The childminder develops effective partnerships with other settings to ensure consistency in the approach towards learning for children. She completes detailed summary development reports to pass to new settings and offers her home for visits to meet the children before they move into nursery. The relationship with parents and carers is good enabling them to be involved in their child's day. Extensive verbal sharing supported by shared texts and 'how is my day?' charts for babies support the shared care. Parents are involved in their children's learning by reviewing the displayed daily works completed and the progression and development charts supported by photographic evidence. Parents comment that the care given is exemplary and that This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 they cannot recommend her skills enough. They also note that the childminder is,

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the early years provision

'approachable, kind and friendly- constantly seeking to improve her skills'.

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the early years provision

The childminder demonstrates enthusiasm for her work and is motivated to continue making changes that improve outcomes for children. Since the last inspection she has completed, amongst other training, a National Vocational Qualification Level 3, training in baby signing and attended the Every Child A Talker (ECat) course. She attends both childminding group and the Children's Centre where development support is provided. Self-evaluation processes have been initiated but do not yet form the basis of internal review to focus the strengths or areas for development. Children achieve and make good progress in their learning overall because resources are offered to them which provided variety and stimulation. Local community resources provide an extended range of opportunity.

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and outcomes for children

Children are confident and enjoy the time spent with the childminder. They make good progress in their development because the childminder is skilled in supporting their learning through play based on their changing interests. Emphasis is given to supporting their personal, social and emotional development to give them a confident base from which to develop. For example, children enjoy lavish praise when they accomplish new skills and show the childminder, for example, when they write their own names. Children are confidently exploring mark making within the home. They independently seek books from the open rack showing an interest in early literacy. The childminder is skilled at promoting positive attitudes to learning, ensuring that every child is suitably challenged by the learning experiences provided. For example, the open questions she uses encourage children to consider, when constructing, how items fit together, how to make them

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and outcomes for children

taller, and to design detailed end products. Children are using language to describe what they are doing and to anticipate what may happen if they carry out further actions. Children make free and considered choices about their play showing a clear sense of security within the home.

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and outcomes for children

The childminder uses the Early Years Foundation Stage learning and development requirements well to plan experiences that meet children's individual needs. When planning for the next steps in their learning, she successfully integrates her knowledge of their abilities and interests. For example, an interest in birds is supported by many bird feeders in the garden, binoculars for close observation, and a chart for bird watching placed at an accessible level in the play area. Further extension of this interest is provided by a trip to a bird sanctuary. Children take an active interest in natural wildlife and the growing of plants. They enjoy planting fruit trees in tubs in the garden and trips to an allotment where they have first- hand experience of the care for growing foods. They visit local parks for physical exercise each day and follow the nature trail at the Children's Centre. These outdoor activities support children's health. A walk to the park results in children

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and outcomes for children

showing an interest in berries growing on winter bushes. The childminder extends this interest by gathering different coloured berries with the children and preparing This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 associated crafts once back in the home. Useful monitoring sheets to track development and cross check that the curriculum is balanced are used very well.

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and outcomes for children

Children enjoy healthy snacks and meals each day which offer variety and choice. They wash their hands independently and spontaneously cover their mouths when coughing showing that they understand the need to limit the spread of germs. Children understand the house rules and help to care for the environment by putting toys away when they have finished with them. They follow planned emergency evacuation routines frequently to explore personal safety. If children are absent during the planned practice the childminder takes the time to sit with them and discuss the routine ensuring that every child receives the same support. Children explore early technology using the laptop computer, a camera, binoculars and early writing boards. They talk about their time in other settings making links between activities carried out there and those in the childminder's home. Children are establishing skills for the future to assist in their learning and development as

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and outcomes for children

well as their place in society. 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 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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