Venditti, Julie

Inspection report for early years provision

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Unique reference number 222227 Inspection date 02/06/2011 Inspector Susan Ennis

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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 1993. She lives with her husband and two adult children in St. Ives, Cambridgeshire, close to shops, parks, schools and public transport links. The ground floor kitchen, dining area and playroom of the childminder's house are used for childminding and there is access to a fully enclosed garden for outside play. The family has four small dogs.

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Description of the childminding

The childminder provides care on each weekday during term-time and school holidays. She is registered on the Early Years Register to care for a maximum of three children in the early years age range and is currently minding four children in this age group on a part-time basis. She also offers care to children aged over five years and this provision is registered on the compulsory and voluntary parts of the Childcare Register. Children on the compulsory and voluntary parts of the Childcare Register share the same facilities as those on the Early Years Register.

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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 dedication demonstrated by the childminder enables her to offer an exemplary standard of care and education. Children clearly thrive and make excellent progress across all areas of the Early Years Foundation Stage because the childminder has developed highly effective practices and procedures for planning, assessing and promoting their learning. She values diversity and is highly effective in ensuring that children's uniqueness and individuality are recognised. She ensures that all are fully integrated and achieving as much as they can. Excellent partnerships with parents contribute significantly to ensuring that the individual needs of each child are fully met. Thorough and effective monitoring of the setting ensures that the childminder has a comprehensive overview of her strengths. She demonstrates a high commitment to her childminding and is enthusiastic about making and sustaining improvement.

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further?

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

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further?

 continuing to reflect on the overall practice to further enhance the outcomes for the children.

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the early years provision

The childminder demonstrates a very high level of commitment to promoting and maintaining children's safety. She has a robust understanding of the procedures regarding safeguarding children, having attended additional training to increase This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 her knowledge, and has all the relevant documentation in place for reporting concerns. She ensures that anyone coming into contact with the children is suitable to do so and has arranged emergency cover should she ever not be able to care for the children herself. Children are cared for in a very secure environment in which their safety is of paramount importance at all times. The home is checked on a daily basis and comprehensive risk assessments are meticulously carried out on all areas used by the children. For example, a new perimeter fence has recently been installed as the childminder noticed that, due to neighbouring building work,

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the early years provision

the children would now be visible through her hedge.

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the early years provision

The childminder provides a very welcoming and inspiring environment which is exceptionally conducive to children's learning and development. The walls are decorated with themed topics and photographs of the children, giving them a sense of belonging and an opportunity to discuss past events and activities. For example, they excitedly describe how they pick apples from trees in the childminder's garden and make them into crumble for tea. Resources are exceedingly well organised and storage is at child level, encouraging their self- selection and independent choices. The childminder makes excellent use of the available space by providing, for example, free flow between inside and out. Recently installed French doors enable the children to come in and out as they wish, ensuring that all the available areas and resources are optimally used. Children develop their imagination skills as they dress up in super hero outfits and

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the early years provision

use the playhouse as their base. They then come inside and help the childminder to sort a number of items that have become muddled. The childminder gives them all a bowl and asks them to match the items to the colour of their bowl. This they enthusiastically do, receiving praise when they have collected all their items together while also developing their matching and sorting skills. Children are also becoming aware of recycling and preserving the environment. They discuss why it is important to walk to school and learn that by childminder having her milk delivered, plastic containers are reduced. Children also help in their own way by placing their banana skins into the food recycling bin when they finish snack.

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the early years provision

The childminder consistently and actively promotes equality and diversity and tackles unfair discrimination. She therefore offers a service that is extremely inclusive for all children and their families. She works extremely closely with the parents to ensure that she understands their and each child's background, needs and beliefs. The childminder innovatively helps the children learn about the world in which they live. They regularly visit the childminder's elderly in-laws who keep chickens and grow vegetables, enhancing children's understanding of the natural world. Celebrations of festivals are built into the planning with exciting activities incorporating the topic. For example, in celebration of Chinese New Year, the childminder holds a party at her house. The children have the opportunity to dress up, draw Chinese pictures and symbols and try Chinese foods and snacks using chopsticks.

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the early years provision

The childminder's dedication to building and maintaining trusting and professional relationships with the parents and others involved in the children's lives ensures that children are consistently cared for. For example, when starting their child with the childminder, parents are encouraged to share relevant information, enabling the childminder to meticulously promote their needs and welfare. The childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 also ensures that parents fully understand her working ethos and excellent practice. She fully discusses all policies and procedures, which are written in a very user-friendly format, and makes copies available if they would like them. Parents are superbly informed about their children's learning through use of a daily diary, tracker books that record children's progress and continual interaction with the childminder. They are also encouraged to become involved in their children's

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the early years provision

learning. During a recent theme about books, the parents were encouraged to help their child identify their favourite story to be shared with the childminder and other children present. The childminder has forged professional and sharing relationships with other settings attended by the children. She works closely with the pre- schools and schools attended by the children, sharing information where relevant to ensure that a consistent and continuous level of care is given to the children. She introduces children to the teachers when it is time for them to move on to school and completes a transition report detailing the children's development and progress while they have been with her.

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the early years provision

The childminder's enthusiasm for her work and her genuine aim to provide high quality care mean that she continuously evaluates her practices. She recognises that this is an area for constant reflection and makes changes to improve the outcomes for all children and parents. For example, she has installed a nappy change unit to reduce the risk of cross-infection and has provided a large patio area, enabling the children to play outside all year round. She has an excellent attitude to training, which also leads to rich and varied experiences for the children. She is very receptive to advice and regularly asks for comments from parents and children to enhance her role. Following a recent questionnaire, parents and children demonstrate their contentment with her through comments, such as 'we are really pleased with our child's progress. They are happy and enjoy the setting, activities and opportunities available' and 'we feel very lucky'.

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and outcomes for children

Children are consistently offered highly appropriate experiences that support them in making excellent progress in all areas of learning. The exceptional range of child-initiated and adult-led activities ensure that children's interests and knowledge are continually being extended. All activities are clearly linked to the areas of learning and planning is flexible, ensuring that the children experience a broad range across all areas of development. The childminder discusses children's development with the parents and uses this information, together with her own observations, to plan for children's further progress. Use of planning and assessments also enable her to build on what the children know and plan for their next steps.

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and outcomes for children

The childminder knows the children extremely well and has a first class understanding of how young children learn and progress. For example, while playing a game of dominoes the childminder asks 'what do I have to look for?'. The children use their matching skills to point out the piece she needs to complete her turn. They also receive praise for their skills, building their confidence and self- esteem. When less confident children show an interest in joining the game, the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder supports them in finding the correct piece. She asks 'how many do you need now?'. The children count six yellow spots. When children become a little over-enthusiastic they are sensitively reminded to wait their turn, helping them learn the expectations in place. At the end of game when no one can match their dominoes that are left, the childminder explains that nobody has won as 'it's a

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and outcomes for children

draw'. Undeterred, the children then ask to play again.

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and outcomes for children

The childminder uses her wealth of childcare knowledge to draw out the learning experiences from everyday activities and the children's own ideas. When children show an interest in dinosaurs, the childminder extends their thought processes by helping them plan their idea for a dinosaur land. They use their problem solving skills to find an old tyre which will be used to hold the water for the dinosaurs to climb through and the children develop their physical skills by digging the hole for it to fit into. The childminder then further enhances children's learning by asking them about a recent dinosaur story that they very much enjoyed. The children recall the tale with help from the childminder asking questions, such as 'can you remember what happens next?'. The childminder also uses themes covered by the schools to enhance children's development and extend their knowledge. For example, as they mirror a hot and cold theme they use their creative skills to make

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and outcomes for children

snowmen, they use shredded paper as pretend snow and use real snow on the messy table, explaining to the inspector that they really enjoyed throwing it at each other.

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and outcomes for children

Children's emotional stability is extremely well promoted as they develop secure and trusting relationships with the childminder and each other. The childminder has cared for some of the children since they were very young and treats them very much as part of her family. She takes obvious delight in seeing them blossom and progress. For example, when children ask to show the inspector a photograph album detailing their visit to the fire station, the childminder explains her pleasure as this has never happened before with a person unknown to the children. The childminder acts as a very positive role model, praising children's good behaviour and helping them make the right choices. Children are very caring and thoughtful towards each other and the things around them. For example, children help to rescue a bee and put it back into the garden. The childminder carefully captures it with some paper and a glass and encourages the children to have a look at it.

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and outcomes for children

Children's health and hygiene are actively promoted as the childminder takes very effective steps to minimise the spread of infection and develop children's understanding of healthy living. For example, they know to wash their hands after touching the family pets, with photographs and pictures in the bathroom acting as sensitive reminders. They are learning where food comes from as they grow a large variety of vegetables in the childminder's garden and participate in food tasting and healthy eating activities. They are highly motivated to join in with physical activities, such as ball control practise, keep fit sessions and action rhymes for dancing, listening to instruction and using the vibrant range of musical instruments in place. Children are also learning about their own safety and that of others. They regularly practise the emergency fire drill and older children are reminded where the numbers are for the emergency services should they ever be

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and outcomes for children

required. Consistent reminders from the childminder help the children learn, for example, not to go outside without their shoes on and why it is important not to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 stand on the chairs. The childminder also uses songs and stories to reinforce the practises in place. For example, she tells the story of a baby who finds a hammer to extend children's understanding of safety procedures when participating in woodwork activities. 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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