Rock Rachael

Inspection report for early years provision

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Unique reference number EY286369 Inspection date 24/01/2011 Inspector Hilary Preece

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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 2004. She lives with her husband and two children aged 11 and six years in the Panshanger area of Welwyn Garden City. The whole of the ground floor and the master bedroom are used for childminding and there is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. There is a pet cat and guinea pigs.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than four may be in the early years age range. There are currently four children attending who are within the Early Years Foundation Stage, who attend at different times. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register.

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Description of the childminding

The childminder is a member of the National Childminding Association. She holds a Level 3 National Vocational Qualification in Children's Care, Learning and Development.

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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

All children are recognised as being unique individuals and provision is tailored to their differing needs. This means their welfare, learning and development are promoted well overall. Policies and procedures that keep children safe are generally effective. Strong partnerships with parents, carers and other settings contribute to ensuring that the individual needs of all children are met. Self- evaluation systems are effective in identifying further areas for development, which means there is good 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?

 make sure the environment contains resources that are accessible for all children to give them confidence to explore and learn in challenging indoor and outdoor spaces  update the record of risk assessment to include any assessments of risks for specific types of outings and trips. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are protected because the childminder has a secure understanding of safeguarding issues. She follows procedures in line with the Local Safeguarding Children Board, has access to the required documentation and updates her knowledge by attending safeguarding training. She shows a high regard for children's safety and security. Appropriate checks are carried out on all adults living on the premises. She never leaves children unsupervised and has established strong working links with another registered childminder so that children would be cared for by appropriate and vetted persons in the event of an emergency.

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the early years provision

Arrangements for ensuring children's medical needs are met are robust. The childminder is confident in administering first aid and medicines when needed and follows clear and concise policies. Parents are well informed about the childminder's sickness policy, which excludes children who are sick or infectious in order to protect the health of others. Generally effective risk assessments are carried out to ensure children are kept safe within the premises and on outings, and most records are maintained. For example, the childminder always carries emergency medical supplies and parents' contact details with her and children may wear wristbands showing her mobile telephone number so that she can be contacted quickly in the event that children become separated from her in public places. However, records for some venues and outings are missing so arrangements are not entirely reliable. The childminder makes good use of

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the early years provision

community resources. She frequently allows children to explore the local environment, takes them to groups for children and gets together with other childminders and children in the area.

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the early years provision

Effective self-evaluation systems lead to a continuous cycle of improvement. The childminder strives to build a professional business where open and honest communication is the key to success. She is very reflective about what she does and is open to new and improved ways of working based upon the needs of the children attending. She does this through using a range of internet resources, publications and training courses, as well as seeking support from and observing the practice of others. For example, she observed how children's language and communication really benefited from taking part in musical activities and singing so she has introduced regular music sessions in the setting. She reports that this has provided enjoyment for children of all ages. She monitors the progress that children make and identifies realistic goals to support their learning and development.

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the early years provision

Solid working partnerships exist with parents and carers. Thorough settling in sessions provide valuable opportunities for both parties to get to know one another and form the basis of ongoing observations of children. Parents are well informed about policies and procedures, including how to make a complaint should they need to. They are also well informed about the Early Years Foundation Stage, have access to their children's learning journey records and are involved in supporting their children's progress and development. Daily discussions about all aspects of children's care also contribute to ensuring children's needs are met. For example, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 any specific issues around behaviour management or toilet training are quickly overcome because solutions are explored together. Strong partnerships with other settings that children attend also contribute to consistency of care. Information

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the early years provision

about children's individual learning, as well as focusing on general topics for learning, is discussed with parents' permission so that all practitioners can work towards common goals to support children in their learning and development. The childminder makes sure that both she and the children prepare for when they move on to attend other settings such as pre-school, nursery or school. She is included when parents and children visit the setting and prepares children by talking positively about the move.

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and outcomes for children

The childminder knows each child very well and tailors support to their individual needs. As a result, children are content, secure and make good progress in all areas of learning. There is an effective system for observing, assessing and planning in order to support children's learning and development. The childminder gathers lots of information from families which she uses to establish children's starting points. She builds on this by making observations of children in play to further establish what they can do and where their interests lie. Accurate assessments of these observations are used each month to identify focus points for future learning. For example, babies who are becoming increasingly mobile and independent are taken to soft play centres frequently so they can explore and gain confidence in using their bodies. Other children who love to do art and craft activities are given plenty of opportunity to use paint, collage materials and dough

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and outcomes for children

Children develop secure relationships and a strong sense of belonging. They enjoy cuddles when they want them and feel secure because their needs for food, rest and play are met. Younger children enjoy regular social activities at toddler groups where they develop important social skills and confidence. They learn to share toys because this is well supported by the childminder. She speaks to them in simple terms so that they gradually learn to share and respect others. Appropriate strategies are used to manage any unwanted behaviour. The childminder is very conscious of promoting equality and diversity throughout the activities she provides. She encourages boys and girls to play with whatever toys they like and promotes their respect for others by helping children to recognise and value their own identities. They find out about the beliefs of others by celebrating festivals such as Hanukkah and Diwali. Children are generally supported to become

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and outcomes for children

independent learners. They are encouraged to feed and dress themselves and given choices about what to eat. They are able to make some decisions about what to play with from the selection put out for them. However, most of the toys are stored in a storage area that is not freely accessible to children so they have to rely on being asked what they would like. This somewhat restricts their ability to confidently explore their surroundings and learn in a challenging environment.

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and outcomes for children

Children learn important skills for the future through everyday play situations. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Their communication and literacy is supported through stories, songs and rhymes and through mark making, drawing and writing. Very young children show interest in holding a chunky crayon and making marks on the paper. Babies listen and show they understand simple instructions when hiding some play figures in a box. Simple problem solving is introduced in practical ways when cutting sandwiches into shapes and counting how many they have. Babies build towers with bricks and children play matching games. Children apply these skills in role play situations such as when writing lists and counting out money in shopping games. They use information, communication and technology in their play as interactive toys, such as telephones, are used and older children operate the laptop and explore some

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and outcomes for children

children's websites under supervision. Outings to the neighbouring fields and duck pond provide children with opportunities to learn about the natural environment. They collect leaves on autumn walks, grow cress seeds and dig in sand and soil in the garden.

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and outcomes for children

Children learn effectively about how to keep themselves safe because the childminder reinforces this with them. They are aware that drinks and radiators may be hot to touch and understand the dangers of traffic. Taking part in regular fire drills helps older children take responsibility for their safety and allows younger children to feel safe and secure. Children lead healthy lifestyles. They are frequently physically active and learn to become aware of the impact this has on their developing bodies and health because the childminder explains this to them. Children are encouraged to try new foods and learn how certain foods help their growth. Good nutrition is promoted. Some meals are provided by parents and others by the childminder and individual dietary needs are respected. They are offered a variety of foods and enjoy exploring new textures and tastes. Older children are involved in the preparation of some of their meals so they begin to

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and outcomes for children

make healthy choices. Cooking activities also develop their interest in food. They learn good hygiene practices because the childminder acts as a positive role model when changing them or helping them to become independent using the toilet. For, example, they learn to wash their hands thoroughly because they sing a particular song whilst doing so. 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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