Y.G. Pontgarreg

Inspection report for early years provision

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Unique reference number 400623 Inspection date 14/03/2011 Inspector Jackie Phillips

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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 has been registered since 1995. She lives with her husband and two teenage children in the village of Barton le Willows, between Malton and York. The ground floor of the property is used for childminding purposes. There is an enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for six children under eight years, three of whom may be in the early years age group, including one child under one. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. Currently there are five children on roll, all of whom attend part-time and are within the early years age range.

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Description of the childminding

Animals are cared for on site but these are outside in pens and not on the premises. The childminder is a member of the National Childminding Association. She has completed the North Yorkshire Quality Assurance Kitemark scheme, Gold Award and is an accredited childminder. The childminder holds a recognised childcare qualification.

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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 setting is highly effective. Outcomes for children are outstanding and major aspects of the provision are excellent. Highly effective relationships with parents exist which offers children consistency in their learning and experiences. Good attempts are made by the childminder to develop partnerships with others involved in children's care but these are not so well established. The childminder has a strong commitment and drive to bring about sustainable improvements to her provision and maintain the high standard she has set herself.

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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 partnership working with others delivering the Early Years Foundation Stage.

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the early years provision

The childminder knows exactly what to do if concerns are raised about children's welfare or well-being. She clearly understands the required action to take and is very aware of her responsibility to protect children from harm. She regularly assesses potential risk inside and outside the setting to keep children safe. She has made sure all adults that live in the property have undergone checks so are able to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 have close contact with children. The childminder has attended appropriate training to support her secure knowledge and understanding of safeguarding issues. She provides an extremely welcoming, homely, inclusive environment for children. The childminder develops a genuine bond with children, helping them feel very safe and secure. She has in place a comprehensive range of well written policies and procedures pertinent to the smooth and efficient operation and

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the early years provision

management of the setting. These are shared successfully with parents. An extensive range of written information is in place. This has been collected over time and is relevant to health, safety, care and education of children. It provides effective support and guidance for referral purposes if required.

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the early years provision

Children benefit from the provision of an extremely well resourced and expertly organised, designated playroom. The extensive range of toys, equipment and resources successfully supports all children's learning and development. The majority of resources are very easily accessible supporting children's independence, choice and decision making skills. The learning environment is vibrant and stimulating with pictures, posters, photographs, examples of children's work, displays and notices all around. The outdoor learning environment is equally as conducive to learning as it is indoors. It provides children with a wealth of opportunities to be curious, experiment, investigate and be active. They dig and plant, use a wide selection of toys and tools and find exciting places to hide, climb and balance in safety. The childminder provides children with access to a range of appropriate clothing and footwear which is readily available meaning they can use

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the early years provision

the outdoors during all weather conditions. They experience the wonder of the natural environment throughout the seasons and subsequently explore looking for bugs, birds, minibeasts, plants and foliage.

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the early years provision

Frequent observation and assessment of children's progress takes place. Clear plans for future learning targets exist. The childminder confidently uses what she knows about each child's starting points and capabilities to plan and prepare for the next stage in their learning. She uses a range of methods to help children achieve. For instance, recognising their individual interests and talents and identifying areas where additional support is needed. There are secure relationships with parents based on effective information sharing. The childminder is very aware of the benefits of partnership working leading to improvements in children's achievements, well-being and development. She recognises the advantages when all partners involved in the care and education of children work closely together to enable them to reach their full potential. Despite her attempts, partnership working with others delivering the Early Years Foundation Stage has

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the early years provision

yet to fully develop. The childminder has been pro-active by producing a booklet of photographs of the school that many minded children will progress to. This is a valuable tool which will successfully support their transition into the school setting.

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the early years provision

The childminder is creative at finding ways in which she can develop the service she provides. For example, through attending training and sourcing the opinions of parents and children. Many parents contributed to the inspection process by providing their written comments expressing their high satisfaction with the service they and their children receive. The childminder has clear plans for the future that will bring about further improvements to the provision and outcomes for children. For example, increasing resources and developing activities that will challenge This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children s thinking and learning. The childminder has a strong determination to maintain a high quality provision of an exceptional standard through rigorous analysis and monitoring.

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and outcomes for children

Children are extremely well supported to take an active part in their learning. For example, they competently use knives to cut up their own fruit at snack time. Although the knives are specially designed to be safe for children to use they are taught how to hold and use them correctly. They engage in lively discussions and talk about the shape and colour of the fruit. They use mathematical language as they discuss 'half the apple'. At meal times they serve themselves. Noticing the effects of a very cold morning they discuss that Jack Frost has visited the garden during the night and sing a relevant song. Fire exit signs are clearly visible around the setting and children understand their meaning as they are provided with an associative picture to help them remember. They are involved in regularly practising the settings evacuation procedure. Children use traffic signs and zebra crossings they have made themselves which supports their understanding of road

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and outcomes for children

safety when they are out and about within the community. This effectively contributes to helping them develop an awareness of how to keep themselves safe.

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and outcomes for children

The very well organised setting provides children with endless opportunities for them to be independent and effectively make informed choices and decisions. For example, toys and resources are stored at child height. Boxes and drawers are very well labelled to help children identify the contents. Expectations for children are high and as a result they play a dynamic role in their learning. This is particularly evident in the outdoor environment. For example, the wealth of learning opportunities and experiences meets the individual needs of all children across all areas of learning. Off-cuts of wood are provided for children to sort, match and fit together. Some are numbered for children to sequence and place in order of length. Long pieces are used for children to build with or walk along and balance. There are copious opportunities for children to go on bug hunts, observe the birds in the aviaries and use left over scraps of food from mealtimes to feed

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and outcomes for children

the animals. Paved and grassed areas are available for children to use the many mobile toys to ride on. There are places where they can dig in the mud or use sand and cement to make mosaics.

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and outcomes for children

Endless opportunities exist for children to develop their imaginations. For example, there are play garages and houses to use as well as tents and willow archways. The whole garden area is exciting with resources provided to raise children's sensory awareness, spatial understanding, cognitive development and aesthetic appreciation. Boundary fences for example, are well utilised for children to use materials to weave with. Items such as CD's hang from the trees to act as sun catchers. Children celebrate a range of festivals associated with different cultures as well as acknowledging traditional events. There is a broad selection of resources, such as good quality books, jigsaws and pictures to enhance this. This means they are able to understand the multicultural world and society in which This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 they live. There is a positive attitude displayed by the childminder to help children

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and outcomes for children

always consider the benefits of recycling any items before discarding. This action supports sustainability and children's growing awareness of the need to implement this in their daily lives.

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and outcomes for children

As the children are busy and very well occupied their behaviour is exemplary. They share, take turns and cooperate with their peers. Television viewing is allowed for educational programmes only but this is not excessive and a timer is used to help them understand time constraints. Secure routines are established for children to learn effective personal hygiene routines. For example, they wash their hands frequently and use step stools to enable them to reach wash hand basins and use the toilet independently. Children clearly benefit and thrive as a result of the setting they are in. They show a very good awareness of themselves in relation to their place in society and are very well equipped with fundamental skills they can use to extend their learning. 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 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 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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