Lavialle, Sally Elizabeth

Inspection report for early years provision

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Unique reference number EY359632 Inspection date 01/03/2011 Inspector Kelly Eyre

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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 2007. She lives with her husband and three children aged 11, 10 and six in Hitchin, Hertfordshire. The whole of the childminder's house is used for childminding and there is a fully enclosed garden for outdoor 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 provides care on each weekday during term-time and school holidays. She is registered on the Early Years Register to care for a maximum of three children in the early years age range and is currently minding four children in this age group, all of whom attend on a part-time basis. She also offers care to children aged over five years and this provision is registered on the voluntary and compulsory parts of the Childcare Register. There is currently one child on roll in this age group.

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Description of the childminding

The childminder holds the Council for Awards in Care, Health and Education Level 3 Diploma in Home-based Childcare. She currently supports children with special educational needs and/or disabilities.

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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 works exceptionally well with parents and carries out thorough assessments of children's progress. This ensures that children's needs are consistently met and they are offered appropriate support and activities that promote their learning. Key strengths are the childminder's attention to detail with regard to children's safety and well-being and her excellent procedures for working with other professionals. Children therefore play in a safe, secure environment and their welfare is consistently promoted. The childminder implements thorough self- evaluation procedures, giving her a clear overview of her work and supporting her in implementing ongoing improvements and thereby offering a service which is responsive to children's needs.

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further?

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

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further?

 develop further the daily opportunities for children to gain an increased understanding of the importance of keeping healthy and those things which contribute to this. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's welfare is prioritised and is very well promoted because the childminder has an excellent understanding of her responsibilities relating to safeguarding children. This is supported by practical written procedures and a wealth of additional information, enabling her to identify children at risk and take immediate action. The childminder ensures that all suitability checks have been completed for household members, further promoting children's welfare. Exceptionally comprehensive risk assessments and thorough daily safety checks ensure that children's safety is well considered and promoted at all times. Children gain an excellent understanding of safety issues. For example, they learn about fire safety as they practise the emergency evacuation procedures, participating in child- friendly quizzes, which gently reinforce their understanding.

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the early years provision

The childminder demonstrates a genuine enjoyment of her work and attends further training to support the development of her practice. She is committed to continuously reviewing this and to making changes that improve the outcomes for children. For example, recent changes include improvements to the short-term activity planning, which help the childminder to plan appropriate activities to further promote children's individual development. The childminder's good use of resources means that she is able to offer children a wide range of opportunities. For example, she uses community facilities, such as parks, a toddler group and the library.

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the early years provision

The childminder has thorough procedures to obtain information from parents, supporting her in gaining a full understanding of each child's needs, culture and beliefs. She uses this knowledge when planning activities and to ensure that children are meaningfully included. The childminder's exceptionally positive relationships with parents and carers facilitate the exchange of information and mean that parents are fully informed of their children's progress and activities. For example, they receive regular newsletters and detailed daily updates in the communication diaries. The childminder also provides information about the current activities and themes so that parents can continue these at home. Consistency of care is further promoted to a high standard as the childminder has established purposeful working relationships with others providing care for the children. For example, she exchanges information with the nurseries attended by

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the early years provision

some of the children, so that they can work together to ensure that children are offered consistent support and activities that promote their development.

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and outcomes for children

Children make good progress in all areas of learning because the childminder has a thorough knowledge of the Early Years Foundation Stage. She observes children as they play, assessing their progress and using this information to inform the planning of activities, thereby promoting children's individual development. The childminder's thoughtful attention to detail ensures that her home is safe and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children's behaviour demonstrates that they feel secure in this environment. They independently select resources and readily include the childminder in their play. They are therefore encouraged to take an active part in their learning and are developing positive attitudes towards this.

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and outcomes for children

The childminder is flexible, encouraging children to explore the resources and develop their own play. They are well supported in this because the childminder joins in appropriately and further promotes their development. For example, when young children choose to play with wooden dolls, the childminder allows them time to explore these before encouraging them to count them into the container. The childminder's good interaction with children enhances their play and promotes their development. For example, young children choosing a favourite book are captivated as the childminder reads and sings to them, encouraging them to name the items illustrated and to learn new vocabulary. Children's learning is further promoted as the childminder makes use of incidental learning opportunities. For example, children learn about sustainability as they help sort out items to recycle, playing a 'recycling game' to reinforce their understanding.

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and outcomes for children

The childminder's clear planning means that children are offered a wide range of activities and play opportunities. For example, their knowledge of living things and their environment is promoted as they help tend vegetables in the garden and enjoy woodland walks, where they collect leaves to make collages and leaf prints. Good planning and organisation also mean that children are offered additional opportunities. For example, they participate in specialist music sessions and enjoy visits to the farm and local places of interest. The childminder makes appropriate use of children's individual interests to help promote their development. For example, after noting that children like trains, the childminder extends their early reading and problem-solving skills by introducing associated books and counting games.

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and outcomes for children

Children's emotional development is promoted and they gain skills for the future as they are supported in developing appropriate relationships with the childminder and their peers. The childminder acts as a good role model, remaining calm and polite and showing respect for all. Children mirror this and are therefore supported in gaining a respect and appreciation for others. Their knowledge of diversity and the world around them is promoted as they access relevant resources and participate in specific activities. For example, they engage in craft activities to celebrate a range of festivals and enjoy singing and reading in French. The childminder's excellent procedures for working with parents mean that she is able to offer appropriate support for children who have special educational needs and/or disabilities and those who speak English as an additional language.

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and outcomes for children

Children are offered regular opportunities to be active and explore a range of physical skills. Activities such as participating in action rhymes and using large play equipment in the park and garden help children develop skills such as control and co-ordination. Appropriate daily practice helps to develop children's awareness of healthy lifestyles. For example, they wash their hands before eating, referring to child-friendly posters to help reinforce their understanding. However, their wider understanding of the relevance of daily health practices, such as healthy eating and the importance of exercise, is not fully promoted. Children of all ages learn This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 about the uses of information and communication technology and therefore gain further skills for the future. For example, young children use age-appropriate computers and a digital camera.

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and outcomes for children

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 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 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 1 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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