Szeniawski, Gail Pamela

Inspection report for early years provision

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Unique reference number EY356507 Inspection date 28/02/2011 Inspector Sharon Dickinson

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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 and lives with her husband and two children aged 4 and 7 years in a residential area of Nottingham. All areas of the home, except the master bedroom, are used for minding. The majority of play space is based on the ground floor. Access to the home is via a small step and the first floor is accessed via a flight of stairs. There is a fully enclosed garden available for outside play. The family has a large aquarium and a dog.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with an assistant. When working alone the childminder is registered to care for a maximum of four children under eight years at any one time, no more than two of whom may be in the early years age range. When working with her assistant, together they are registered to care for a maximum of nine children under eight years at any one time, no more than five of which may be in the early years age range.

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Description of the childminding

She is currently minding six children on a part time basis, four of whom are in the Early Years Foundation Stage. There are partnership arrangements in place with the local schools and other early years settings that children attend. The childminder receives ongoing support and advice through the local authority.

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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 make excellent progress at this homely and welcoming setting. The childminder has an in depth knowledge of each child's individual needs and personalities and provides a fully inclusive and flexible service. Excellent partnerships with parents and carers and other providers ensure children are happy, settled and achieve within the Early Years Foundation Stage. Children's views are actively sought and influence the care provided. The childminder uses ongoing reflective practice to evaluate her service and ensure that the provision for children is continually improving.

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further?

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

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further?

 develop further systematic self evaluation and reflective practice  implement systems to extend children's learning at home. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder is dedicated to providing high quality childcare and learning. She is committed to ongoing professional development and has attended various training events including first aid and safeguarding, helping to maintain children's safety. Thorough induction procedures and mentoring ensure the newly appointed assistant is fully skilled and confident in her role. The childminder and assistant work collaboratively to provide a safe, fun and exciting environment for children. Clear and effective safeguarding procedures are in place and adults fully understand their responsibility with regard to protecting children's welfare.

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the early years provision

The childminder's home is exceptionally well organised. The learning environment, both indoors and outdoors, is stimulating and conducive to promoting children's independence, learning and development. For example, a very well-equipped playroom houses a wealth of good quality toys and resources on low-level shelving which children freely access. Resources are clearly labelled with words and photographs to support children in their choices as well as developing early literacy skills. Robust risk assessments are completed for the home and outings so that any hazards are identified and minimised. Rigorous systems are in place for the maintenance of records which support the care and welfare of children. Clear and comprehensive written policies underpin the childminder's practice well and are shared with parents on entry. A culture of reflective practice ensures children's needs are at the heart of any improvements made to practice although self-

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the early years provision

evaluation is not systematic. The childminder actively seeks the views of children and parents to evaluate her practice. She is fully committed to continuous improvement and the delivery of improved outcomes for children.

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the early years provision

Detailed information is exchanged at the start of a placement to ensure the childminder is fully aware of parents' wishes, children's individual needs and capabilities. Older children are asked to complete an 'All about me' record which helps inform the childminder, in the child's own words, about their home life, experiences and preferences. The childminder has a highly positive relationship with parents and keeps them fully informed about the child's well-being and what they have been doing through discussion and ongoing access to development records. Regular newsletters keep parents informed about topics and events, however, systems are not fully developed to ensure that children's learning is extended at home. Parents are extremely complimentary about the childminder and the professional service she provides. One parent commented she sees childminding as a vocation rather than just a job. The childminder is proactive in

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the early years provision

building relationships with other people involved with the children, providing a complete picture of the child and embedding continuity of care. All children are recognised and valued as individuals. Additional needs are promptly identified and routinely met to ensure all children are fully integrated within the provision. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are making excellent progress in their learning and development because they are highly motivated, secure and happy in the childminder's care. The bright and cheerful learning environment reflects children's contributions and is planned so that children have easy access to promote self-initiated activities, ably supported by adults who also plan focused learning experiences. Children's progress and preferred learning styles are routinely assessed using high quality observations and information gained is used very effectively to guide planning. As a consequence, activities are suitably challenging for children and tailored to their interests. An extensive and varied range of adult-led and child-initiated activities is delivered through an exciting, fun and spontaneous curriculum. Themes are skilfully linked across activities providing excellent opportunities to revisit and consolidate learning in different contexts. For example, to celebrate World Book

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and outcomes for children

Day children shared stories such as 'Five little ducks', they made duck models from clay, decorated duck puppets and ponds, and visited the local park to feed the ducks. As a result children demonstrate positive attitudes towards learning and are very keen to participate.

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and outcomes for children

Children's communication skills are continuously developed through general discussion. Adults warmly engage with babies, using eye contact, smiles, mimicking sounds, lip movements and repeating phrases such as 'peek-a-boo'. Children have regular access to creative activities, such as, painting, drawing and collage. Their own representations are valued and attractively displayed promoting a sense of achievement and belonging. Babies use their senses to explore and investigate natural materials in treasure baskets. Children of all ages enjoy water play both outside and indoors. Firm emphasis is given to the learning experience rather than worrying about any mess made as this is easily cleared away. Basic mathematical concepts are introduced through practical and meaningful activities such as matching, sorting and counting bricks, cars and buttons. Older children weigh and measure ingredients when baking Valentine cookies. The outdoor

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and outcomes for children

environment is also carefully considered in planning. Children learn about the world around them when playing in snow or finding leaves and insects on nature walks. They practice physical skills, such as, throwing and catching and negotiate obstacle courses. The children's knowledge and understanding of the world is increasing as they access a wide range of resources that reflect positive images which the childminder uses to talk with the children about respecting differences. They experience different cultures first hand as they visit the local carnival. Children learn about rhythm and movement as they enthusiastically play musical instruments to familiar nursery rhymes and action songs. Babies join in the excitement by bouncing and dancing to the music with close adult support.

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and outcomes for children

The good health and well-being of children is very well promoted. Consistent and highly effective hygiene routines help prevent the spread of infection. Children develop a positive attitude to healthy eating as they are provided with a varied and nutritious diet. They plant and tend to fruits and vegetables and use them in meals once ripe. Children benefit from regular outings including an annual trip to the seaside. Children are taught about safety issues as part of the daily routine. For This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 example, they regularly practise the emergency evacuation procedures so they are fully aware of what to do in the event of an emergency. Children behave very well and work cooperatively. The warm and nurturing relationships created are reflected by the children as they show care and consideration for younger peers. Children's confidence and self-esteem are fully fostered because the childminder

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and outcomes for children

frequently praises them and is sensitive to their individual personalities. 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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