Drewell Carolyn

Inspection report for early years provision

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Unique reference number 220966 Inspection date 18/03/2011 Inspector Susan Marriott

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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 1993. She lives with her husband and three children aged 19, 17 and 13 years in a house in the Westone area of Northampton. The childminder uses the ground floor of the property and the bathroom on the first floor for childminding activities. The family have a pet cat, a parrot and a hamster. There is a fully enclosed garden for outside play. 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. She is currently minding one child in the early years age group. This provision is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder has completed the 'Quality First' quality assurance scheme training. The childminder is a member of the Northamptonshire 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

The childminder demonstrates a passionate and committed approach to her childminding and has enthusiastically embraced the spirit of the Early Years Foundation Stage. She continuously applies expertise gained from her life experience and professional training to her daily practice and this enables her to offer an excellent standard of care and education to the children. Children clearly thrive and make rapid progress in this well-organised, domestic environment that truly recognises their uniqueness and individuality. The childminder meets the diverse needs of children and ensures that children participate in all activities in a fully inclusive way. Through her passionate commitment, dedication and emergent reflective practice, she demonstrates an outstanding ability to identify areas for further improvement, securing the continuous enhancement of daily care and learning experiences for 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?

 enhancing the outdoor environment for the benefit of the children.

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the early years provision

This childminder demonstrates an exceptional commitment to her continuing professional development and regularly attends training courses to extend her skills and support further improvement in her practice. Consequently, she secures high quality care for children, rooted in excellent knowledge and understanding of how young children learn and develop. They are purposefully supported by the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 exceptionally well-organised childminder who gives professional attention to every detail of her provision. Documentation is of an extremely high standard and robustly underpins the safe and efficient management of the setting. The childminder demonstrates an extremely confident understanding of the procedures regarding the safeguarding of children and a very high level of commitment to promoting children's safety. She ensures that relevant household members

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the early years provision

undergo appropriate checks. There is a very clear complaints procedure and extensive risk assessment for the home and for outings, which is carefully recorded, consistently monitored and regularly reviewed. Consequently, dangers are substantially minimised and children's safety is robustly secured.

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the early years provision

The childminder makes exceptionally good use of the space available in her home and garden to support children's learning and development. Sets of toys are kept in large labelled plastic boxes, stored in the lounge/dining area or the utility room. She rotates the toys to ensure variety and makes regular use of the local library, a local scrap store and the toy library to supplement resources according to the children's interests. She teaches the children about recycling and how to be water and energy efficient. Activities at the Children's Centre, toy library and messy play, encourage the children to enjoy and achieve socially, be active and healthy, develop their communication skills and emotional wellbeing. The childminder uses various early years resource websites to help plan activities and topics to ensure that the children have different experiences.

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the early years provision

A strong commitment is shown to inclusive practice and the childminder is highly skilled in including each child in the activities according to their ability. Children learn about the wider world as they celebrate different cultural and religious festivals through cooking activities, books, toys and other resources. The childminder takes great care to ensure that all children are included and demonstrates a very positive approach to ensure that children's additional learning needs are met. For example, she provides an extensive range of age/ability appropriate equipment for the same activities, such as differing size paint brushes, chunky crayons through to fine-tipped felt pens and different scissors, so that all children can take part in the same activity.

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the early years provision

Currently, none of the children on roll attend other settings but, when appropriate, the childminder liaises with relevant schools or pre-schools to find out about their activities so she can provide the best complementary opportunities for each child. For example, she may provide variations or extensions to themes that the other settings are covering. The childminder actively seeks feedback from staff when collecting a child from another setting as she knows that the type of morning a child has experienced can greatly influence how the child may want to spend the afternoon.

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the early years provision

The childminder has outstanding partnerships with parents and carers, recognising the importance of sharing information that will contribute to the child's positive sense of identity and well-being. Parents look through policies and procedures at their first meeting and receive an information pack in the child's settling-in period. On a daily basis the parents and carers have an opportunity to exchange information with the childminder about their child, either verbally, written in their daily diaries, via feedback form, telephone conversation, or text message. Written This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 references confirm that parents 'have always had peace of mind knowing that their children are in very safe hands and having quality of care'.

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the early years provision

The childminder demonstrates an infectious enthusiasm for her work and is highly motivated to make changes that drive improvement and improve the outcomes for children. The childminder uses her self-evaluation form as a highly effective working document to secure her outstanding capacity to improve. Consequently, is committed to enhancing the outdoor environment for the benefit of the children.

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and outcomes for children

The education programme is extremely well organised, with themes and activities tailored to the interests and abilities of the children in attendance. These cover all aspects of the early learning goals, ensuring children enjoy a broad, stimulating variety of activities and are designed to meet each child's developmental needs. Children enjoy fun-packed days because the childminder delivers stimulating activities at a good pace, keeping the children constantly occupied, supervised and entertained. For example, the childminder joins in with role play, as children hold a tea party for their teddies. Children select books to share with their childminder and enjoy the story of 'Little Red Riding Hood'. After reading the story, the childminder encourages the children to retell the tale in their own words. She points out the title of the next story and misses out the last word of each rhyming sentence to prompt participation by the children.

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and outcomes for children

The childminder sustains continuous interaction with children engaging in decorating cakes made earlier in the day with the childminder. Children tell the visiting inspector that they needed to put eggs into their cakes and talk about chickens laying eggs. Children mix icing sugar and water to a smooth paste, beating out the lumps. The childminder involves children in discussion about whether the icing is too runny or not. Children agree that some more icing sugar will thicken the mixture and notice that the stirring is making their hands hot. Whilst the children ice and decorate their cakes, the childminder asks open questions to make children think and acknowledges their responses through affirmation and lots of praise. For example, the childmidner asks 'What is happening to the icing?' as children add lots of red food colouring. Children peer intently into the mixture to see what is happening. The childminder encourages the

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and outcomes for children

children to count how many jelly diamonds they are putting onto each cake and they talk about 'one more left'.

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and outcomes for children

The childminder's priority is for children to enjoy themselves whilst learning. She always offers plenty of praise for any achievement and plans activities appropriate to each child's individual needs, stage of development, interests and abilities. She assesses each child individually when she begins to care for them by close consultation with parents and other childcare providers if appropriate. Then, by talking, listening and playing with the child she is able to recognise their interests and learning styles which enables her to plan play activities which will engage each child and help them to reach the early learning goals. She regularly offers group activities for the children and encourages them all to take part. She adapts the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 activity so that it is suitable for all the age ranges present. Emphasis is placed on

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and outcomes for children

having fun together, sharing, cooperating and helping each other.

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and outcomes for children

The childminder attends toddler groups when appropriate, encouraging the children to take part in activities so the children get used to working alongside other children and increasing their experiences. Whilst encouraging children to work in groups, the childminder recognises that it is important for children to have the time and space to play on their own. The children are encouraged to make individual play choices from the range of toys and equipment available to them. The childminder values her role as a childminder because she has the flexibility of working with relatively small numbers of children, enabling her to recognise and respond to their needs. The childminder allows the children to share with their parents their achievements of that day when their parents first arrive to pick them up.

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and outcomes for children

Children learn about keeping themselves safe both inside and outside of the home. For example, they know about the importance of not running in the house or pushing each other. They talk about the importance of road safety and the children learn how to cross roads safely and sensibly. The childminder regularly carries out fire drills so that the children are aware of what the alarm sounds like and know to listen to her and follow her instructions. The childminder often involves the children in the planning of activities and listens to their views. Children happily join in with one another, help each other and respect each other's view. They play games which encourage them to take turns, co-operate and share with each other. Children learn what behaviour is expected from them and will quickly follow by example. The childminder constantly rewards good behaviour with praise and uses reward stickers which the children love to receive.

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and outcomes for children

Children understand the importance of a healthy lifestyle in terms of nutrition, exercise and hygiene practice and the childminder endeavours to be a good role- model. Children are taught good toilet habits and know to wash their hands at certain times and in a certain way. The childminder has books about potties and hand-washing to help reinforce positive messages. The children know to cover their mouths and noses when they sneeze and to dispose of tissues correctly. Healthy lunches and snacks are offered to the children and children help choose their food within a healthy framework. For example, when they go to the shops they can help select the fruit and vegetables. The childminder's family have recently acquired an allotment nearby, which means that children can help plant, tend to, and pick fruit and vegetables before preparing and eating the produce. The childminder also likes to do cooking with the children, such as making flapjack

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and outcomes for children

or pizzas, optimising the opportunities that such activities present for learning about weight, capacity and measure. The childminder ensures that they incorporate plenty of physical activity into the daily routine. They never spend the whole day indoors and children walk everywhere with their childminder, regardless of the weather. They often play outside, either in the garden or the park and often visit a nearby indoor play area. This way the children get a range of equipment to play with or on including bats, balls, ropes, beanbags, swings, slides and ballponds. The childminder also makes indoor and outdoor obstacle courses and children have recently started doing yoga in the house, often talking about why it is important to stay healthy and active. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children have opportunities to develop skills in communication, language and

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and outcomes for children

literacy and become active, independent learners. For example, they talk and listen to each other constantly throughout the day. They share books together, sing together, discuss programmes they are watching and generally talk a lot on a daily basis. The childminder encourages all the children to talk and to have their say. She develops their skills from the basics of looking at board books and scribbles on paper through to reading and writing independently. They play many games to help with word recognition and sounds such as rhyming lotto. When they are out walking they often look at road name signs to see if any letters in their names can be found. They are encouraged to solve problems and develop skills to prepare for transition to school. They regularly sing counting rhymes and songs, look at counting books, and they frequently count objects such as cars on the car mat or toys whilst tidying away. The childminder also has an extensive range of resources

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and outcomes for children

which promote mathematical understanding and problem solving. She uses mathematical language in play, for example, such as 'smallest, biggest, tallest, heaviest'. Children are able to make independent choices and sort out their play. Children experience computers and other technology such as digital cameras and digital photograph frames. The childminder aims to provide children with experiences that will develop their independence and desire for learning. She forms warm and caring attachments with the children in her care and, by praising all children's efforts and achievements, regardless of their abilities, she successfully builds upon their feeling of value and self worth. She provides plenty of choices for the children and space for them to develop to enable them to become active and independent learners. 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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