Herrington, Daniela Rosa Maria

Inspection report for early years provision

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Unique reference number EY351075 Inspection date 16/03/2011 Inspector Anne Schurek

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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 co-minds with her husband. She lives with her husband and their three children aged 10, 13 and 19 in Cambridge, Cambridgeshire. The whole ground floor of the childminder's home is used for childminding. There is a fully enclosed garden for outside play. There are no access issues. The childminder is able to take and collect children from local schools and pre-schools. The family have two dogs and four cats.

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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 maybe in the early years age range. There are currently three children attending within the early years age range, all of whom attend on part-time basis. The childminder also offers care to children aged over five years to eight years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder supports 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 good.

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The overall effectiveness of the early years provision

Children's welfare is effectively promoted in this warm and welcoming homely environment by the childminder and her co-minder. Children make good progress in their learning and development as they are very well supported by the childminder who takes account of their individual needs and circumstances. The childminder has established positive links with parents and communicates daily with them, ensuring that each child's individual needs are known and supported. The childminder monitors her practice through independent methods, which overall, contribute to maintaining effective practice and providing good outcomes for children in their care and learning.

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further?

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

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further?

 increase opportunities to develop children's knowledge and understanding of the wider world.

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the early years provision

The children are safeguarded well by the childminder who is able to implement effective safeguarding procedures. She has clear knowledge of signs and possible abuse, relevant contact details and appropriate guidance. The childminder checks the identity of any visitors and ensures that all adults in her home have up to date checks and remain suitable. The childminder carries out a good range of risk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 assessments on all areas of her home and for all outings with the children. These are used effectively to ensure that children's safety and security are maintained at all times. The childminder carries out fire drills with the children; this ensures that they are aware of what they need to do in an event of an emergency.

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the early years provision

Children are cared for in a dedicated playroom which is comfortably furnished to meet their individual needs. All resources are stored at a level that children can independently access. This enhances children's independence skills and their self- esteem as they self-select resources to play with. The childminder makes good use of the outdoor environment to enhance children's learning, by way of walks, visits to the park and playing in the well equipped garden. Although children are becoming aware of the immediate community in which they live, there are limited opportunities for them to begin to explore and question differences in ethnicity, religion, culture and special educational needs and disabilities.

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the early years provision

There is an effective partnership between co-minders who work on individual strengths to complement each others' daily duties. The partnership with parents is good. There is a wide range of policies and procedures shared with them to ensure that they are fully aware of the service provided and the aims for their child. There are daily opportunities to exchange information verbally, in order to meet individual needs. Currently children do not attend any other early years settings; however, the childminder is aware and would be committed in establishing effective links to fully promote children's learning and development. The childminder has started to self-evaluate using independent methods; she is able to clearly identify her strengths and highlighted weaknesses in her practice. The recommendations set at the last inspection have been fully addressed, which has improved some aspects of children's health and safety and promoted their

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and outcomes for children

The childminder is warm and caring towards the children which allow them to settle in well. The childminder has good knowledge of all the children in her care, and uses this information to plan activities to aid their development. Children are settled and happy during their time at the childminder's. Children receive plenty of attention from the childminder listening and responding to them throughout their activities. Children show they feel confident and independent in their learning. They make choices, by helping themselves to toys and readily approaching the childminder if they need help or a cuddle. Children play a role-play game with the kitchen and market stall, they use play food and baskets to extend the game. Children use great imaginative skills and good levels of concentration to develop, invent and create through role-play. Photos evidence and evidence from children's learning journals shows that they take part in a wide range of activities and

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and outcomes for children

experiences that clearly support them to explore, experiment and discover.

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and outcomes for children

Children have daily opportunities for fresh air and exercise. Playing in the garden and trips to play in the park encourage large muscle skills as children manoeuvre wheeled vehicles, play ball games, climb and slide. Children ask to do some This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 drawing and the childminder finds some resources for them to use. They sit at the table and draw pictures with lots of help and support from the childminder, talking about different colours and their ideas. Incidental opportunities to develop their numeracy and problem solving skills are mostly taken up, for example, as they count the chairs needed for snack, or complete jigsaws appropriate to their stage of development. They compare size and shapes as they fit together and match colours in a variety of activities. The childminder supports children's learning through her interaction and by making observations of their play and

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and outcomes for children

achievements, assessing their stage of development and planning activities to encourage the next step.

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and outcomes for children

Children are supported well to learn good basic hygiene skills through the use of consistent hygiene routines. Children know why they must wash their hands, and parents are encouraged to supply healthy packed lunches with nutritious contents. The childminder has a clear understanding of the importance of the use of positive age appropriate strategies to support children's behaviour. Children thrive on praise and encouragement from the childminder and benefit from positive interaction. They learn how to behave appropriately from the good role-modelling and a gentle, consistent approach from the childminder. 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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