Jones, Deborah Ann Elizabeth

Inspection report for early years provision

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Unique reference number EY221187 Inspection date 28/03/2011 Inspector Jill Nugent

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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 registered in 2002. She is a member of the National Childminding Association. She lives with her husband and two children aged 11 and eight, in a house in Barnet. Access to the house is at ground level directly from the driveway. The whole of the house is used for childminding and there is a secure garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare register. She is registered to care for a maximum of six children under eight, of whom three may be in the early years age group, at any one time. Currently she has seven children on roll, five of whom are in the early years age group.

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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

The childminder offers a welcoming and inclusive setting for children where they enjoy a stimulating learning environment and make significant progress in their development. Her excellent organisational skills contribute to children developing a real sense of belonging and an enthusiasm to participate in a variety of enjoyable play activities. Children benefit from a vibrant working partnership with parents which encourages their involvement in each child's learning journey. The childminder ensures that all children keep safe and healthy in her care. She maintains a high standard of childcare through continually seeking ways to develop her own knowledge and understanding and thereby improve outcomes for all children.

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further?

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

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further?

 extending ways of supporting children who have particular individual needs, for example, in the use of signing.

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the early years provision

The childminder's documentation is exceptionally well organised, providing an excellent framework for promoting individual children's welfare, learning and development. She has effective procedures in place to ensure that children are always safeguarded in her care. She carries out regular and detailed risk assessments of her premises, and outings, so that she can minimise all potential risks to children. All medical records are well maintained and she takes particular care to ensure that children with special medical needs keep healthy. Her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 knowledge and understanding of child protection procedures is kept up to date and she knows exactly what to do if she has any concerns about children.

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the early years provision

The childminder uses her resources to very good effect to offer a wide range of interesting and challenging experiences for children. The learning environment is planned in detail, and set out daily, in response to children's interests and developmental needs. For example, children choose between a collection of attractive books, dressing up clothes and heuristic play equipment. The childminder spends her time with the children, interacting effectively to extend their learning and ensuring that they feel valued and included. She has an excellent understanding of child development and makes use of a comprehensive system of observational assessment to move individual children on in their learning.

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the early years provision

The childminder's partnership with parents is exceptional in the regularity and detail of information exchange. Parents receive clear information about the education and welfare provision for children. The childminder is meticulous in her upkeep of weekly diaries, developmental reviews and discussion logs. Consequently parents are extremely well informed about their children's care and progress and are able to contribute to future plans. The childminder is proactive in her partnerships with other providers so that all children benefit from continuity of care. As a result children with special educational needs are very well supported. Parents express much confidence in the childminder and high levels of satisfaction in the quality of care and education offered to their children.

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the early years provision

The childminder uses a process of self-evaluation to help her reflect on her practice and to highlight areas for further improvement. She makes excellent use of action plans to set herself realistic targets for the future and monitor ongoing developments. For example, since her previous inspection she has made changes to her system of observational assessment and improved her safety procedures for outings. She is now involved in creating a photographic resource book to help children extend their decision making skills. She is active in her local childminding network and attends numerous training courses in different aspects of childcare. She ensures that all required training is kept up to date and is keen to seek out additional training that would benefit individual children, for example, in the use of signing.

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and outcomes for children

Children delight in the choice of activities on offer and gain self-confidence as they explore. They show much interest in the toys, books and utensils that are set out around the conservatory play area. The childminder follows up their interests, actively encouraging children to make connections with their environment and to develop good communication skills. For example, younger children learn to use their senses as they discover how things feel and sound. Others extend their use of language as the childminder shares books, asking questions to encourage them to think or supplying words to help them express themselves. Children develop This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 close relationships with each other and, as a result, older children value their friendships, having much fun as they devise imaginary games. They confidently ask the childminder for help, for example, when dressing up to take part in role

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and outcomes for children

play. The childminder is particularly sensitive to children's needs and promotes a relaxed atmosphere where children can try things out independently. Consequently children become active and creative learners, very much enjoying their play experiences.

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and outcomes for children

The childminder is very thorough in her observation of children's learning, making sure that she covers all areas of learning in her activity planning and adapting her systems to suit individual children. She uses a combination of spontaneous and focused observations to determine children's next steps of learning and include these in her future plans. Throughout the week children have a balanced educational programme involving activities at home and on outings, for example, at play groups, the library and park. The childminder organises special activities for older children which help them to gain skills for the future in the key areas of literacy and numeracy, for instance, exploring phonics or counting and sorting objects. Children are encouraged to use their own ideas in play, thereby developing a positive attitude towards learning and the ability to concentrate on freely chosen tasks. The childminder provides opportunities for children to extend

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and outcomes for children

their knowledge of the wider world as they celebrate festivals and special themes or events, such as National Safety Week. Children benefit greatly from the broad range of learning experiences on offer.

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and outcomes for children

Children enjoy opportunities for outdoor play which help to keep them fit and healthy. They develop useful manipulative skills as they explore mark-making and create pictures. The childminder provides a healthy and well balanced diet for children and takes opportunities to increase their understanding of healthy eating. Children enjoy playing games involving foods, such as fruit and vegetables, and especially like to visit the soft play centre where they can be physically active. The childminder promotes children's understanding of safety issues, ensuring that children listen to instructions and follow safety guidelines. Children feel secure in her care as she has various safety measures in place in her home and supervises closely. Children practise an evacuation plan regularly so that they know what to do in the event of an emergency. They have opportunities to speak to people in the community about keeping safe. The childminder has effective behaviour

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and outcomes for children

management strategies in place, focusing on being firm but fair. Therefore children are aware of their boundaries and understand the reasons for any action, such as time out. They learn good manners and respect for others so that they play together harmoniously. 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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