Worrall Karen Patricia

Inspection report for early years provision

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Unique reference number 201738 Inspection date 11/01/2011 Inspector Jayne Rooke

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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 1985. She lives with her husband and two adult children aged over 16 years in Kenilworth, Warwickshire. The whole of the ground floor of the property is used for childminding. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

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 three children attending who are within the Early Years Foundation Stage. The childminder also offers care to a number of children aged over five years to 11 years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder has systems in place to support children with special educational needs and/or disabilities and children who speak English as an additional language. She is a member of the National Childminding Association.

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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

Children are highly valued as individuals and practice is very inclusive, which helps them to settle and separate happily from their parents. They thoroughly enjoy an exciting and varied range of play and learning experiences in a stimulating and welcoming environment. Their individual progress is clearly and effectively monitored through the Early Years Foundation Stage programme. The childminder is enthusiastic and committed to providing high quality care and learning for all children. She builds positive and trusting partnerships with parents, carers and other professionals, ensuring children receive consistent and complementary care. Self-review systems are used exceptionally well to promote improvement through continuous professional development.

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further?

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

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further?

 expanding opportunities to offer support to parents for extending their child's learning in the home.

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the early years provision

Safeguarding policies and procedures are robust, protecting children from harm and neglect. The childminder teaches children about keeping safe through the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 daily routine, well-organised activities and sensible discussion. This is effectively backed up by interesting projects, such as, child safety week and outings that help children to recognise road safety signs and symbols. As a result, children behave in ways that are safe for themselves and others. They develop an excellent understanding of issues around personal safety and how to protect themselves from potential dangers.

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the early years provision

Highly effective fire safety precautions are in place. Children have attended a fire safety demonstration which enables them to follow clear fire safety instructions. They are regularly involved in an emergency evacuation practise from the childminder's home. Consequently, they understand what to do if they have to leave the building quickly in the event of a fire. Risk assessments are thorough, covering all aspects of the home, vehicles and outings. The childminder conducts daily safety checks to ensure that any risk to children's safety is removed.

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the early years provision

The childminder is highly committed to professional training and development. She holds relevant childcare qualifications and attends many varied and interesting training courses to enhance her knowledge, skills and practice. Consequently, children benefit from enhanced learning experiences which have a significant impact on their development and learning. For example, children's communication and literacy skills are expanded through dance and movement, sounds and letters and a wealth of multi-cultural activities. Their knowledge of the local community and buildings of historical relevance is stretched through inspiring outings and projects. Outdoor provision and garden play is used exceptionally well as an extended learning environment, in which children can explore, investigate and have lots of fun. The childminder makes excellent use of resources to effectively promote inclusive practice. She values each child as unique and special, tailoring

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the early years provision

activities and routines towards their individual interests, abilities and needs. She maintains close communication with parents and other childcare or health professionals to ensure that children with identified needs receive appropriate support at an early stage.

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the early years provision

The childminder is a reflective practitioner. She has a systematic approach to self- evaluation which helps her to identify what she does well and the impact this has on children's care, well-being and education. She identifies continuing areas for improvement and is currently developing her approach to partnership working. Parents are invited to share their comments and views through discussion and satisfaction questionnaires. This provides opportunities for them to become actively engaged in their child's activities and routines. The childminder actively seeks out and values support from local authority advisors and is beginning to expand network partnerships with other professionals. There were no recommendations from the previous inspection which was judged to be outstanding.

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the early years provision

The childminder fosters friendly and trusting partnerships with parents which successfully promotes children's welfare and continuity of care. Comprehensive details are obtained about each child to ensure children are cared for according to their parents' wishes. All of the necessary signed consents are in place to support children's welfare, including information about who holds parental responsibility. Records, including complaints procedures are stored securely and confidentiality is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 maintained. Extensive written policies, covering all aspects of the provision are in place and are reviewed regularly and updated in the event of any changes to legislation.

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the early years provision

Written comments received from parents and children are very positive and complimentary. Parents state that they are 'fully satisfied' with the 'outstanding service' provided. Children demonstrate that they are very happy and are very fond of the childminder. They have access to a wide variety of toys and activities and are 'never bored'. Parents and carers receive daily feedback about their child's care and progress through discussion and written diary notes. They enjoy many opportunities to review their child's development records which form a personal and highly visual account of their child's continuing progress.

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and outcomes for children

Children are actively engaged in a well-balanced programme of rich and stimulating activities which offer a broad range of interest and ongoing challenge. For example, children's speech, language and communication is significantly enhanced through discussions which help them to recall and reflect on past and present events. The childminder skilfully encourages children to recognise shades of colour and the shape of different fruit and vegetables, resulting from planting and growing projects. Their observation of pattern is extended as they compare the range of stripes and colours on the clothes they are wearing. The childminder's close contact and clear speaking enables children to practice the pronunciation of sounds and letters. Children express a range of emotions as they reflect on what they liked and did not like at the fire safety visit. They talk about the 'powerful', 'fast' water, where it came from and how the fireman used it to put out a fire.

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and outcomes for children

They consider safety issues such as being careful that the water does not go in your eyes as it will hurt. Children are encouraged to think about road safety and accident prevention after witnessing a road traffic accident. The childminder offered sensitive support to the children and their families to help them overcome a traumatic experience and to reassure them of the well-being of the injured person. Children's personal safety was sensitively reinforced through stories and discussion.

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and outcomes for children

Children become very independent in their self-help and personal hygiene routines from an early age. They help themselves to a drink when they are thirsty and are encouraged to take part in the preparation of snacks and meals. They receive lots of positive praise and excellent rewards through photo displays, stars, stickers and certificates to celebrate their 'champion toileting' and other achievements. The childminder's excellent interaction with the children prompts many conversations which help children to think for themselves and become active learners. Children's favourite toys are used to spark their thoughts and feelings about healthy growth and development. They are inspired to talk out about their size, height, and the type of food and drink that makes us grow big and strong and keeps us healthy. Spontaneous discussions at snack time encourage children to think about how food is preserved and temperature changes. They explore the consequences of touching

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 something that is hot and where to go for treatment if someone is hurt. Role play activities and a visit to the hospital enables children to reflect on 'people who help us' and to consider the needs and feelings of others.

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and outcomes for children

Children are inspired to discover and explore. They find out 'what happens next' and 'how things work' on different types of surfaces as they learn how to switch on and operate mechanical toys and games. The childminder skilfully introduces words such as 'forwards', 'backwards' and 'how many' to expand children's learning, curiosity and interest. They use the world globe to find out about where they live, other people's lives, and to identify the places they have been on family holidays. They talk about different forms of transport for travelling around the world. Their interest in the universe is captured as they create models of the planets to hang as mobiles and recognise the different names and shapes. They have great fun as they use the 'moon' to throw and catch the ball which helps them to develop their coordination and movement skills. The childminder offers lots of praise and encouragement when children try and succeed at throwing the

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and outcomes for children

ball into a container. Children use lots of 'wow' words as they look at the lights and reflections at the top and bottom of the container. This successfully develops their sensory and spatial awareness. Children's interest and curiosity is further enhanced as they learn how to inflate a balloon with their breath. The childminder is respectful of children's decisions not to join in when they show fear of the balloon 'popping'. She offers sensitive support and reassurance which enables children to overcome their fears and take part with confidence when they are ready. She involves young children in games and activities which help them to learn how to behave calmly, to share toys and take turns with others. Young children are fascinated by the 'special treasure box' which contains small glass objects for them to touch and sort by colour and size. The childminder supervises children closely so that they can play safely with small pieces. As a result, children learn how to

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and outcomes for children

handle delicate objects with care and to keep themselves and others safe by not throwing them or putting them in their mouths. All children take part in games which encourage them to count using large numbers. They use a variety of tools and materials to measure by length and record the time it takes to complete a game or task.

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and outcomes for children

Children's creativity and imagination is nurtured through music dance and drama activities which enhances their sensory development. They use a range of household equipment to make models in their creative play, making many bright and stimulating decorations for the setting and to take home. Vibrant displays create an excellent environment where children play imaginatively in the role play restaurant. They visit community events, such as, the Chinese New Year festival which develops their keen interest in the meaning and purpose of cultural traditions and beliefs. Events are cleverly linked to children's own birthday celebrations which enables all children to feel included, valued and special. Many additional activities and events are well-planned and organised so that children learn to value the cultural history of their country and to take part in the coming home parade of troops from abroad.

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and outcomes for children

The childminder makes excellent use of her knowledge and understanding of the themes and commitments of the Early Years Foundation Stage programme. This significantly enhances her planning and flexibility to respond to spontaneous This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 opportunities to support and expand children's learning. Consequently, children are inspired to observe the natural environment which leads to stunning creations of colour, shape and intensity as they paint a picture of a rainbow. They investigate the life cycle of animals in the garden and talk about how to care for the environment and living things. They explore the process of change as they plant seeds that grow into flowers and vegetables. They mix soil and paint onto paper and observe changes as the soil dries in the sun and drops off the paper. During their imaginative play, they make mountains out of snow for small world polar

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and outcomes for children

bears. They make marks and patterns using twigs to write their names and watch what happens as coloured water dissolves away in the snow.

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and outcomes for children

Children with additional needs progress very well because their needs are identified and provided for at an early stage. They take part in a wealth of activities and games which are fully inclusive and support their individual needs. Resources reflect people with different abilities and backgrounds. This helps children to develop a strong awareness of the needs of others and to value people's similarities and differences. Children feel safe and happy within the childminder's home because they follow sensitive rules which encourage them to be kind and friendly towards each other. Consequently, they develop strong skills for the future. 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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