Bloomfield, Sarah Jane

Inspection report for early years provision

p.1

Unique reference number EY415215 Inspection date 07/04/2011 Inspector Lynn Palumbo

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2010. She lives with her husband and children in a house in Crouch End in the London borough of Haringey, within easy walking distance of shops, parks, nurseries and schools. The whole of the ground floor and a bathroom and bedroom on the first floor are used for childminding. There is a fully enclosed garden for outside play.

p.4

Description of the childminding

The childminder is registered to care for a maximum of three children under eight at any one time; of these two may be in the early years age range and of these, no more than one may be under one year. There are currently five children in the early years age group on roll, who attend at different times of the week. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

p.4

Description of the childminding

The childminder is a member of the National Childminding Association. She walks to local nurseries and schools to take and collect children.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The childminder successfully promotes most aspects of the Early Years Foundation Stage framework requirements within a suitable and inclusive environment and children are extremely safe and secure. As a result they are happy and very settled. The childminder develops positive relationships with parents, which contribute well to children's welfare and learning needs being met, which is to a high standard. The childminder has effective systems of self-evaluation and is able to ensure her provision develops continuously.

p.4

further?

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

p.4

further?

 establish systems to involve parents as part of the ongoing observation, assessment and planning cycle to ensure they are fully involved with their child's learning  establish a two-way flow of information with other early years providers to ensure a collaborative approach to children's learning and development is fully achieved  arrange suitable equipment so children can further develop their independence and pour their own drinks throughout the day. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

The childminder has excellent procedures in place for safeguarding children. She has a clear knowledge of child protection procedures and knows where to make referrals. She has an up-to-date first aid certificate. This ensures that, if the children have any accidents or any concerns arise about the well-being of children, the correct procedures are followed. Effective records of risk assessments are in place to ensure children's safety while playing in all areas of the provision and on all outings. This ensures any potential hazards are promptly identified and minimised. The childminder maintains all safeguarding records; for example, she has obtained parental consent for all medication, outings and emergency medical advice and treatment for all children in her care. This ensures all children are cared for in an emergency without delay. In addition, the record of children's attendance consistently reflects accurate hours of children's attendance. The childminder

p.5

the early years provision

shares all her policies and procedures via email and hardcopy with all parents at the outset to ensure they are well informed.

p.5

the early years provision

The childminder has designed an effective layout of good quality toys and resources in a child friendly playroom and the garden to ensure children can access these easily and develop through their play. The childminder also makes good use of the recreational services within the community, for example, the local library, playgroup and park. This ensures children's learning and development is continually enhanced.

p.5

the early years provision

The childminder demonstrates that she has valuable knowledge about children's welfare and family background. For example, she is fully aware of children's health, dietary requirements and their behaviour, such as their immunisations, allergies and phobia's. Children are provided with an effective range of resources that foster an awareness of diversity in society, for example, they learn about different cultures. The childminder is fully aware of services to support children with special educational needs and/or disabilities and demonstrates that she would provide strong support to family. She is also aware of a range of methods to help settle children with English as an additional langue, for example, obtaining important vocabulary in the child's home language and using signs and posters.

p.5

the early years provision

The childminder's systems of self-evaluation are effective and she has identified areas for development within her home, for example, she has recently renovated the play and garden area. Parents are involved in the evaluation and they offer different ways to support the childminder with food and sleep routines. In addition, she has consistently updated her professional development and gained a wide range of training of which includes safeguarding and food safety. In addition, the childminder is currently studying a NVQ level 3 in childcare and keeps herself up to dated with legislation.

p.5

the early years provision

The childminder has established strong relationships with the parents. They are informed about their children's learning and development through daily discussions, profile records, newsletters and samples of their children's work. However, the childminder has not yet fully established systems to involve all This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 parents and carers in contributing to the observation, assessment and planning cycle to ensure they are fully involved with their child's learning. The childminder cares for children who attend other early years settings. However, she has not established a two-way flow of information about children's learning and development and welfare. This impacts on the children's continuity of development. Parents make many positive comments in questionnaires; for example, they express how they are delighted that their children can play in a

p.5

the early years provision

garden and praise the childminder as she has a lovely, friendly family home. Parents are also encouraged by the childminder to inform her of the children's activities with them so she can incorporate this into her planning.

p.6

and outcomes for children

The childminder is very proactive and she has made excellent relationships with the children and babies in her care, ensuring the outcomes of children's learning are to a high standard. The childminder has created a calm, welcoming environment and has effectively organised the playroom and garden with a wide range of good quality toys and activities according to children's ages and stages of development. The childminder ensures that resources are accessible and this supports children and babies to make their own choices and promote their independence and self-esteem. During activities, the childminder stimulates the children's thinking effectively by asking a good range of open questions to support their learning. For example, as children post different sized resources through a letter box template the childminder encourages the children to think about how larger resources will fit inside. This helps to support children's problem solving and

p.6

and outcomes for children

reasoning skills. The childminder has effective procedures for the use of starting points, based on all the children and babies' needs, which are collated from parents and used to plan for the children. She also uses a comprehensive assessment procedure, which includes next steps and allows children to progress well. As a result, children's individual needs are met because the childminder has a good understanding of them. The childminder applies clear and consistent boundaries, so that all children and babies develop knowledge of what is expected and display exceptional behaviour. Children enjoy their time at the setting and they take pleasure in playing outside in the fresh air with the childminder's family; for example, they sit on the patio step eating their snack, talking about the foods they eat and the cat that regularly visits. They enjoy talking to the childminder about building the wendy house and, once the children are inside, they arrange chairs

p.6

and outcomes for children

and cooking equipment to make drinks for everyone. Children and babies enjoy and develop a range of skills as they explore colour, mixing paints with fingers and resources and, creating prints. They also develop their fine motor skills as they make a wide range of designs with different materials and glue. In addition, the children use recyclable materials to make imaginative structures. The childminder supports children and babies to use a wide range of equipment and tools safely; for example, when using cutlery, holding beakers and during malleable play. Children are developing their imagination as they role play through a range of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 themes and celebrations; for example, they take turns listening to teddy's heart beat with the stethoscope as they play nurses. Children develop their understanding of the world as they begin to ask the childminder questions when

p.6

and outcomes for children

they see police cars attending to incidents within the community. This is further extended as they play with small world figures based on transport, farms and dolls houses. In addition, children quietly sit in the playroom looking for aeroplanes and they enjoy telling the childminder about their forthcoming holidays and how they would like to control the plane

p.7

and outcomes for children

Children understand how to keep themselves safe from harm by participating in a regular fire evacuation practise and learning about road safety and stranger danger when out in the community. They have also visited the local fire station and enjoyed exploring and creating 'Our book on safety'. Children are learning to adapt to a healthy lifestyle well. For example, they enjoy healthy home cooked snacks and meals according to their individual needs. In addition, the children talk about the vegetables and fruits they eat and they understand why they are healthy to eat. Children participate in a wide range of physical activities; for example, riding wheeled resources, playing in soft play equipment and learning to throw and catch balls. This is further extended when children play on the recreational equipment at the local park. Children are becoming independent in their self-care skills as they put on their socks and shoes for outdoor play and wash their hands

p.7

and outcomes for children

before eating snacks and meals. However, there is less emphasis on encouraging children to pour their own drinks throughout the day. Children are developing independence and contribute effectively towards the welfare of others when, for example, tidying toys away and respecting the needs of others as they play alongside each other. Children's understanding of diversity and difference is enhanced as they create cultural resources, taste foods and take part in the celebrations of festivals and special events throughout the year. All children are encouraged to access all toys and resources regardless of their gender. This ensures that children learn to value aspects of their own lives and the diverse society in which they live. Children are developing skills that will contribute to their future economic well-being as they use information and communication technology, and are inquisitive learners able to solve problems. This ensures they

p.7

and outcomes for children

are equipped with skills for their future learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

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 2 The effectiveness of the setting’s engagement with parents and carers

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.8

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

p.8

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

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.9

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.9